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An evaluation study: quality contextual professional development

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An evaluation study: quality contextual professional development

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Content Running head: CONTEXTUAL PROFESSIONAL DEVELOPMENT

AN EVALUATION STUDY: QUALITY CONTEXTUAL PROFESSIONAL DEVELOPMENT
by
Mathew F. Neal

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2018

Copyright 2018 Mathew F. Neal
CONTEXTUAL PROFESSIONAL DEVELOPMENT
2
ACKNOWLEDGEMENTS
This experience has been one of extreme internal journey and growth on what has
been a decade long journey. I can truly say that I never imagined the path to lead this far
into the unchartered woods of academics and conclude with this degree and I am all the
more pleased that it has.
I must initially thank my father who in his greatest adventures never had the
opportunity to go to college. He and my mother challenged me to not settle but to dream
big and shoot for the stars. As a first generation graduate I am immensely pleased to have
finished the race all the way through to a terminal degree in honor of his legacy and
challenge to do so. He is one of the smartest men I’ve ever known.
To my wife Robin, my love. You are and always have been the wind beneath my
wings to challenge and encourage me to greatness. You are more brilliant than I will ever
hope to become. I could not have completed this work without your sacrifice and support.
These adventures we lead do not define us, rather our enduring love for each other and
trust in God’s plan does. You have my heart.
To my children Jayne and Bennett that you would understand the value of an
education and how truly brilliant you already are. Neal’s learn. Neal’s lead. The world is
yours to lead, to grab by the horns and make something great. You are blessed with such
talents, I believe in you and will always be your greatest advocate.
To my Organizational Change and Leadership Cohort Four. What a great team of
classmates, the smartest people I have ever come to admire. A special note of appreciation
to Rachel Book and Allyson Rameker, without your encouragement I am not sure that I
CONTEXTUAL PROFESSIONAL DEVELOPMENT
3
would have been able to see the path through the jungle either. Truly, you set the pace at
all you do and for your friendship I am eternally grateful.
To Dr. Rod Blunck who set me on this path fifteen years ago. Your encouragement
in tough times and leadership as my mentor and life-leader is immeasurable. I am and will
always be grateful for you.
And finally, to my chair, Dr. Eugenia Mora-Flores. I feel fortunate to have had the
opportunity to learn from and work with you. Your guidance through this process made it
possible and an enjoyable experience. To my committee members, Dr. Joan Tardibuono
and Dr. Sandra Kaplan. Thank you for your guidance and feedback. This study is stronger
because of your support.

CONTEXTUAL PROFESSIONAL DEVELOPMENT
4
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ................................................................................................. 2

LIST OF FIGURES .............................................................................................................. 6

ABSTRACT ......................................................................................................................... 7

Introduction to the Problem of Practice ............................................................................ 8

Organizational Context and Mission ................................................................................ 8

Importance of Addressing the Problem ............................................................................ 9

Purpose of the Project and Questions ............................................................................. 11

Governing Questions: ............................................................................................................. 11

Organizational Performance Goal .................................................................................. 12

Stakeholder Group of Focus ........................................................................................... 13

Review of the Literature ................................................................................................. 14

History and Current Developments in PD. ............................................................................. 15

Dynamics Within PD. ............................................................................................................. 16

Data Models of Assessment in Public Schools. ...................................................................... 16

Knowledge, Motivation and Organizational Influences ................................................. 17

Knowledge Influences ............................................................................................................ 17

Motivation Influences ............................................................................................................. 19

Organizational Influences ....................................................................................................... 19

Knowledge, Motivation, and Organizational Influence Tables .............................................. 22

Interactive Conceptual Framework ................................................................................ 27

Interactive Conceptual Framework ................................................................................ 28

Conceptual Framework and Knowledge Influencers. ............................................................. 28

Data Collection and Instrumentation .............................................................................. 31

Interviews ................................................................................................................................ 32

Documents and Artifacts ......................................................................................................... 34

Findings .......................................................................................................................... 34

Participating Stakeholders ...................................................................................................... 35

Knowledge Results ................................................................................................................. 37

Motivation Findings ................................................................................................................ 44

Organizational Findings .......................................................................................................... 48

Discussion....................................................................................................................... 52

Recommendations for Practice to Address KMO Influences ......................................... 55

Knowledge Recommendations ............................................................................................... 55

Motivation Recommendations ................................................................................................ 60

Organization Recommendations ............................................................................................. 65

Conclusion ...................................................................................................................... 70

Appendix A: Participating Stakeholders for Interview, and Observation ...................... 75

Appendix B: Interview Protocols ................................................................................... 79

Appendix C: Credibility and Trustworthiness ................................................................ 81

Appendix D: Validity and Reliability ............................................................................. 83

Appendix E: Ethics ......................................................................................................... 85

Appendix F: Integrated Implementation and Evaluation Plan ....................................... 87

Appendix G: February 27
th
, 2018 Professional Development Notes ........................... 101

Appendix H: Summary of Annualized Measures of Academic Progress 2017 ........... 108

References .................................................................................................................... 111

CONTEXTUAL PROFESSIONAL DEVELOPMENT
5

LIST OF TABLES
Table 1 Summary of Assumed Influences ...................................................................................... 14

Table 2 Knowledge Influences, Types, and Gap Analysis Assessment .......................................... 22

Table 3 Motivational Influences and Assessments for Motivation Gap Analysis. ........................ 23

Table 4 Organizational Influences for Organizational Gap Analysis. .......................................... 24

Table 5 Summary of Assumed Needs at the Academies ................................................................ 25

Table 6 Summary of Teachers Interviewed ................................................................................... 36

Table 7 Summary of Knowledge Influences and Recommendations ............................................. 56

Table 8 Summary of Motivation Influences and Recommendations ............................................. 61

Table 9 Summary of Organizational Influences and Recommendations ....................................... 66

Table 10 Outcomes, Metrics, and Methods for External and Internal Outcomes ......................... 90

Table 11 Critical Behaviors, Metrics, Methods, and Timing for Evaluation ................................ 91

Table 12 Required Drivers to Support Critical Behaviors ............................................................ 92

Table 13 Components of Learning for the Program ..................................................................... 95

Table 14 Components to Measure Reactions to the Program ....................................................... 97

CONTEXTUAL PROFESSIONAL DEVELOPMENT
6
LIST OF FIGURES
Figure 1 Conceptual Framework for Student Data Focused PD .................................................. 27

CONTEXTUAL PROFESSIONAL DEVELOPMENT
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ABSTRACT
This study explored a performance gap in contextual (data-driven) professional
development implementation in K-12 school environments. The purpose of the study was
to analyze factors that contributed to the performance gap and present solutions that
qualitatively increase professional development implementation. The project used several
knowledge, motivation, and organizational change theories within the framework of Clark
and Estes’ (2008) gap analysis. Using qualitative data collection, classroom observation,
and document analysis, the study found that the employees were lacking in key
knowledge, motivation and organizational supports to fully implement the contextual
professional development provided. These gaps were then used to present strategies to
bridge the performance gaps.

CONTEXTUAL PROFESSIONAL DEVELOPMENT
8
Introduction to the Problem of Practice
Teachers’ levels of learning through professional development (PD) activities are
notably low in public school systems, even as these systems work to improve through
specific PD efforts (Blau, Cabe & Whitney, 2011). To encourage engagement, PD topics
must be personally meaningful for teachers or “contextual” according to Furlong and
Saulisbury (2005), and connecting teachers to the training at this level also requires
teacher’s to be reflective practitioners. Blau, Cabe & Whitney (2011) further indicate that
professional development programs must be relevant to the classroom teacher for the
greatest impact to improvement in teacher aptitude. The problem of ineffective
professional development within K12 schools is important to address because many
reform efforts across the school systems depend heavily on teacher professional
development to improve student achievement.
Organizational Context and Mission
The Academies (Pseudonym) were founded in 1997 with a mission to develop in
students the character traits such as honesty, integrity and responsible behavior necessary
in life while committing to teach students within a healthy, safe and caring environment.
The foundation of the commitment within the Academies for whole-student support
combines parents, students and staff into a clear and defined partnership established to
inspire excellence and challenge students to think critically and creatively for life-long
learning. Founded by a group of Kuwaiti parents, these Academies were established to
provide K12 students within the country an opportunity to learn within an English
language private school which focused on creativity, within a technology rich
environment, taught by international educators. Islamic values are foundational to the
CONTEXTUAL PROFESSIONAL DEVELOPMENT
9
mission of the school which co-exist alongside western thinking and western style
instruction provided by its mostly American teachers. As one of the largest international
school systems of the world, the school has grown to nearly 5000 students.
Islamic values continue to be one of the most notable hallmarks of the successful
school system as local Kuwaiti families make the choice to send grandchildren to the
school which their own children once attended. Most notably, parents seek a gender
separated educational experience in alignment with Islamic values. Islam and Arabic
classes are taught within the Academies by Syrian, Egyptian, Lebanese and other Arab
speaking nationalities while general classroom teachers are predominantly American
trained teachers from America and Canada. Core content instruction within the Academies
is accomplished through an American based curricular model and student data is collected
through the Northwest Educational Association Measures of Academic Progress (MAP).
Due to the rigorous entrance requirements of the Academies, more than fifty percent of
new student applicants are denied admittance, resulting in a student population that is
composed of students that are academically advanced.
Importance of Addressing the Problem
Professional development is intended to facilitate changes in teacher attitudes,
professional knowledge, and classroom performance (Blau, Cabe, & Whitney, 2011).
Within the Academies, negative teacher sentiment towards PD through annual surveys
indicated a displeasure with district PD, and yet additional funds are contributed every
year towards new PD programs. The problem of ineffective PD programs within K12
schools stemmed from the fact that PD programs often did not influence teacher behaviors
so as to close student achievement gaps in students nor accelerate academic growth in
CONTEXTUAL PROFESSIONAL DEVELOPMENT
10
students (Blau, Cabe, & Whitney, 2011). Within the Academies, student achievement
following PD did not reflect increases, rather little impact was identified as a result of PD
sessions. Despite the aims of PD leaders, teachers found professional development
sessions devoid of improvements to teaching or student outcomes (Fishman, Marx, Best,
& Tal, 2003) due in large part to the lack of contextual connections and environmental
relevance (Bissonnette, & Caprino, 2015). Blau et. al., (2011) defined environmental
relevance in PD as engaging a teacher’s interest by soliciting local-level input to develop
their interest in the learning, without which a teacher is left to extrapolate random
examples how to apply PD to their own real-life situations. Bissonnette and Caprino
(2015) further illustrated that teacher retention has connection to the success of PD and
how teachers perceived their collegial environment. Teacher retention has been a
challenge to most international schools, and the Academies are no exception. During the
2015-16 school year, more than 30% of teachers employed at the Academies resigned
from teaching to return to their home country or to transfer to a new employer.
Bissonnette and Caprino (2015) indicate when teachers experienced a high level of
collegiality they desired to remain employed together, which further encouraged leaders to
focus on the collegial nature of PD. In summary, through the improvement of teacher PD,
teachers actually utilize skills learned to impact the classroom (Fishman, Marx, Best, &
Tal, 2003) and remained connected collegially to a professional learning communities that
are rich and rewarding (Bissonnette, & Caprino, 2015). The problem of poorly
contextualized PD must be addressed at the Academies to move the district to a higher
level of professional practice, to further reduce the turnover rate of teachers, and to
maximize the potential of PD offered.
CONTEXTUAL PROFESSIONAL DEVELOPMENT
11
Purpose of the Project and Questions
Following two decades of growth and expansion, the Academies focus on
improving teacher performance through PD has become an essential component of
meeting student achievement growth goals. Additionally, fostering teacher interpersonal
connections to organizational teams and team goals through PD became essential for the
successful accomplishment of organizational goals. Current Academy goals mandated the
utilization of student data to improve instruction and provides training on aspects of
student data, yet did not analyze the effectiveness of teacher connections to PD.
Specifically, the Academies did not evaluate the contextualization of PD through the use
of teacher’s own classroom student data. This evaluation of PD is intended to determine
whether connections are being made between trainers and teachers following training
sessions on data-driven PD. The purpose of the research has been to indicate if the
contextual connection following PD, if present, is effected by the knowledge, motivation,
or organizational culture surrounding teachers within the Academies.
Governing Questions:
Research Question #1: To what extent is the organization meeting its goal of improving
teacher’s aptitude interpreting and utilizing student data to improve instruction?
Research Question #2: What are teacher’s knowledge and motivation related to using
student data to improve instruction? Do teachers perceive that school systems are
providing adequate staff development for using student data in improving general learning
in the classroom?
CONTEXTUAL PROFESSIONAL DEVELOPMENT
12
Research Question #3: What is the interaction between organizational culture and context
and stakeholder knowledge and motivation?
Organizational Performance Goal
Goals within the Academies are set by the superintendent and approved by the
governing board. Actions chosen for the fulfillment of goals were established by the
superintendent and implemented by school leaders through individual efforts. Goals
within the academies included;
1. The Academies will recruit, inspire, develop and retain high quality professionals
2. The Academies will hire teachers who will ensure the implementation of the
standards-based curriculum
3. The Academies will provide students with a positive school environment which
motivates and inspires
4. The Academies will employ teachers who enhance life-long learning in students
and facilitate a commitment to global citizenship through teaching
5. Provide teachers who promote a technology rich learning environment utilizing
21
st
century skills
The evaluation of all goals and strategic priorities has been completed through two
separate accreditation agencies, the Council on International Schools (CIS) and the Middle
States Association of Colleges and Schools (MSA). Both of these organizations required
annual updates on progress made toward goals and annual progress on accreditation
findings provided through the most recent accreditation evaluation processes. The
academies are accredited through 2023, however during the 2017-2018 school year,
CONTEXTUAL PROFESSIONAL DEVELOPMENT
13
updated five-year documentation leading towards accreditation renewal has been provided
to the separate accreditation agencies.
Specific to this evaluation, focus was placed on the Academies’ mission critical goal
to develop and retain teachers through PD, specifically the utilization of student-data
related PD. The Academies’ long-term goal has been to see PD increase in perceived and
actual value to teachers throughout a full academic year of improvement as evaluated by
teachers’ perceived and actual academic value.
Academy Goal #1. Through the end of the year survey of classroom teachers (non-
specials related) 25% more teachers surveyed at the end of the academic semester will
indicate having received contextual PD.
Academy Goal #2. Teacher (non-specials related) utilization of contextual knowledge
received (and utilized) through PD during the 10 days following successful completion of
PD will increase 10%.
Through these PD improvement measures it is believed at the Academies that increases in
teacher satisfaction, utilization of student data, and participation of teacher-leaders in the
development of PD will inspire teachers to higher levels of professional practice and job
satisfaction.
Stakeholder Group of Focus
While many stakeholders influence the academic improvement of student learning
within the Academies, teachers are the most notable influencers and have been the focus
of the evaluation. Within the Academies, teachers at the elementary level are supported by
classroom aids in almost every elementary grade level and the Academies maintain
classrooms no larger than 25 students according to the policy of the academies. The study
CONTEXTUAL PROFESSIONAL DEVELOPMENT
14
has only included general classroom teachers as the majority of available data related to
improving classroom instruction is based upon core content teachers (Math, Science,
English/Language Arts, and Social Studies). Professional Development is offered at the
Academies to the Arabic language teaching groups, however most classroom teachers
spoke English as their primary language, particularly as English is the required language
of the classroom. More than 85 percent of teachers participating in the study have
graduated from American or Canadian Universities.
Review of the Literature
This literature review examines the summary of assumed influences of teacher PD
beginning with the dynamics between managerial and employee level professional
development (Grossman & Salas, 2011; Childress, et al., 2006) including current
developments in teacher PD (Blau, Cabe, & Whitney, 2011; Childress, et al., 2006; Rueda,
2011). Additional literature analysis includes recent movements towards data driven
instruction in public schools (Fishman, Marx, Best, & Tal, 2003; Bissonnette, & Caprino,
2015) and typical models of assessment in public schools (Clark & Florio-Ruane, 2001;
Elmore, 2002; Mayer, 2011; Rueda, 2011). Finally, the utilization of personally relevant
student data (Elmore et al. 2006; Rueda, 2011; Krathwohl, 2002; Mayer, 2011) are part of
the literature review.
Table 1 Summary of Assumed Influences
Assumed Influences of Data Focused Teacher Professional Development
________________________________________________________________________
CONTEXTUAL PROFESSIONAL DEVELOPMENT
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General Literature
________________________________________________________________________
History and Growth of the Field of
Professional Development

(Aaronson, Barrow & Sander, 2007)
Current Developments in Teacher
Professional Development

(Blau, Cabe, & Whitney, 2011;
Childress, et al., 2006; Rueda, 2011)
Dynamics Between Managerial and
Employee Level Professional Development

(Grossman & Salas, 2011; Childress,
et al., 2006)
Typical Models of Assessment in Public
Schools

(Clark & Florio-Ruane, 2001;
Elmore, 2002; Mayer, 2011; Rueda,
2011).

Recent Movements Toward Data Driven
Instruction in Public Schools

(Fishman, Marx, Best, & Tal, 2003;
Bissonnette, & Caprino, 2015).
Student Data Utilization Knowledge
Barriers

(Krathwohl, 2002; Rueda, 2011)

Student Data Utilization Motivation
Barriers

(Guskey, 2002).

History and Current Developments in PD.
Professional development has long been a fundamental concern in organizational
contexts. Schools and other businesses rely on learning strategies and development efforts
to prepare their workforce (Salas et al., 2006). In today’s global economy, the knowledge,
skills and abilities necessary to maintain a competitive advantage are growing and
changing (Arguinis & Kraiger, 2009) and high-quality teacher development is noted as the
greatest influence for improving student achievement in schools across the same region
(Aaronson, Barrow & Sander, 2007). In a study of over 6000 teachers, participants learned
CONTEXTUAL PROFESSIONAL DEVELOPMENT
16
better within the same region and afterwards students identified an immediate
improvement in teacher performance as compared to the sample group of teachers with no
PD (Aaronson, Barrow & Sander, 2007). Professional development in concept is intended
to facilitate changes in teacher attitudes, professional knowledge, and classroom
performance (Blau, Cabe, & Whitney, 2011) and teacher attitudes are at the foundation of
improving student performance. Finally, teacher attitudes changed when they collaborate
and join together for PD (Blau, Cabe, & Whitney, 2011).
Dynamics Within PD.
In order for schools to obtain success in improving student achievement, central
offices must provide well educated workers and sufficiently develop the necessary skills
in employees through PD that transfers to the actual job (Childress, Elmore, & Grossman,
2006). In this internal dynamic, managers must additionally learn to allow employees to
fail and discover solutions through PD to improve worker performance. Organizations
depend on sustainable strategies and the PD technology to prepare their workforce for the
task ahead, as well as what employees need to physically do the tasks expected and the
obtain the emotions associated with successful performance on the job (Salas et al., 2006).
Professional development in this context is defined by Salas, et al. (2006) as the
systematic acquisition of knowledge, skills and attitudes that lead to improved
performance in a specific environment. In response to these expectations US organizations
spend in excess of $125 billion on employee training and development every year
(Paradise, 2007).
Data Models of Assessment in Public Schools.
CONTEXTUAL PROFESSIONAL DEVELOPMENT
17
Teachers find professional development sessions to be devoid of improvements to
teaching or student outcomes in large part due to the lack of contextual connections to
student data and environmental relevance (Bissonnette & Caprino, 2015). Fortunately, the
best way to adequately equip employees to handle the unexpected demands in the
workplace is good education with solid conceptual and analytical knowledge surrounding
the use of student data (Clark, Florio-Ruane, 2001). Data is the driving force behind
managing the unexpected demands of the 21
st
century workplace and learning data
through a solid analytical framework allows for knowledge transfer (Clark, Florio-Ruane,
2001). Systematic reform of the teaching profession requires focus on student outcomes as
measured in data which is publically measured (Fishman, Marx, Best & Tal, 2003) and
teachers teaching each other and using their own data is important for sustained change.
Furthermore, conceptual PD combined with analytical PD allows employees to synthesize
the data more accurately for later recall (Clark, Florio-Ruane, 2001). Fishman, et al.,
(2003) confirms environments where teachers are teaching each other and using their own
data is of great importance for sustained change. Ineffective PD occurs when teachers do
not find the relevance (Bissonnette & Caprino, 2015) therefore employees must
understand the value in mentally arranging information such as student data into coherent
structures while also recalling exactly how the data can be used in the context of the
overall class or project (Krathwohl, 2002).
Knowledge, Motivation and Organizational Influences
Knowledge Influences
To obtain high levels of success, schools as learning organizations must transform
themselves into competitive entities skilled in the transfer of knowledge of their
CONTEXTUAL PROFESSIONAL DEVELOPMENT
18
employees as they evolve into highly-educated workers (Childress, Elmore & Grossman,
2006). As the implementers of instructional strategies, teachers must learn to combine
previous knowledge obtained through university preparation programs while at the same
time linking new knowledge in order to obtain higher levels of competency (Clark &
Estes, 2008). By training through the four types of knowledge; factual knowledge,
conceptual knowledge, procedural knowledge, and metacognitive knowledge (Krathwohl,
2002; Rueda, 2011), teachers can learn a variety of methodologies for broad success.
Beyond learning through the four types, employees must also be capable of transferring
newly-obtained knowledge to the classroom, which leads to personal and organizational
success (Alexander, Schallert, & Reynolds, 2009; Mayer, 2011). Yet the pressure for
success does not only rely on the teachers, it is the responsibility of professional
development managers to help employees understand the value in mentally arranging
information into simple structures to show how the data can be used in the context of the
overall class or project (Krathwohl, 2002; Mayer, 2011; Rueda, 2011). Specifically, as
teachers embrace the process of learning the application of data reviewed, they begin to
commit to the learning and further improvement of their knowledge and skills directly into
classroom teaching (Grossman & Salas, 2011). While using actual student data from one’s
own classroom, each educators’ knowledge of needs for students combine creates a
solidifying of the information for positive knowledge transfer (Mayer, 2011; Rueda,
2011). The use of metacognitive practices throughout PD challenges teachers to commit
information into memory which later improves the day-to-day lesson delivery (Grossman
& Salas, 2011).

CONTEXTUAL PROFESSIONAL DEVELOPMENT
19
Motivation Influences
Motivation is a key factor to the successful accomplishment of a stakeholders’ goal
when it challenges a teacher’s belief of themselves as a learner and as an achiever (Rueda,
2011). Motivation establishes a roadmap of sorts, describing where a person starts, but
also articulates how a person continues and even finishes a task (Rueda, 2011).
Furthermore, the teaching profession is unique in that the actual motivation of a teacher
derives itself from the natural drive within a teacher to meet the needs of their students.
Mayer (2011) states that natural drive alone is not sufficient to provide consistent results
for teachers to attain highly preferred outcomes, rather teachers must adopt external
motivators such as institutional motivation and social accountability in order to sustain the
motivational influence needed for teacher improvement. Beyond innate motivation and
external motivators, teachers must mentally attach or “decide” on a direction of quality
improvement at a specific moment of commitment in order to accomplish new learning for
their own intellectual benefit and for the benefit of their students (Schunk, Pintich, and
Meece; 2009). Furthermore, the decision to improve must be solidified against distraction
and maintain a high level of commitment over a long period of time linking both
motivational attributes and the cognitive function in learning new skills for the ultimate
improvement of the teacher.
Organizational Influences
Organizational influences include the the efficient and effective alignment of work
processes and the resource allocation for groups of employees to obtain the highest levels
of team-based performance (Leithwood & McCullough, 2016; Clark & Estes, 2008). The
alignment of work processes involves various levels of employee culture management;
CONTEXTUAL PROFESSIONAL DEVELOPMENT
20
first within the context of employee environment, second within employee groups, and
finally with individual identities of employees as they work together (Clark & Estes,
2008). To truly understand each organization, a gap analysis to determine deficiencies
must be conducted to analyze efficient process as well as resource allocation throughout
the organizational culture and the result of such a gap analysis will generally offer a mix
of organizational process issues and resource allocation challenges where the mix can be
reengineered to achieve organizational goals (Clark & Estes, 2008). Even as efficient
processes and effective resource allocation has been established, organizations must model
certain characteristics to obtain the highest levels of organizational performance (Clark &
Estes, 2008). Individual identities such as high-functioning team-based organizations
allow each member of the team to believe that other members of the team will maintain
the skills needed to facilitate the work and balance individual initiative and global
collaboration of team feedback, motivation, and maintain access to expert skills (Clark &
Estes, 2008). Team-based organizations, such as the Academies can close performance
gaps through shared leadership which can shape the collective efforts of teachers through
the development of a stronger, more collaborative culture (Lu & Hallinger, 2017). Teams
within the Academies must however guard against hurtful competition with other teams
within organizations and good team members need to reduce one’s ego and avoid the the
idea that only “I” as the individual have the answer to an organizational challenge (Dunn,
2017; Clark & Estes, 2008). The Academies displayed key characteristics of team-based
organizational structures such as professional learning communities, superintendent
advisory committees, a six-member ownership board, and unified strategic planning
initiatives. Organizations depend heavily on social communication to allow employees to
CONTEXTUAL PROFESSIONAL DEVELOPMENT
21
remain connected as a wide array of skills are needed to complete ever-increasing
complex work projects (Clark & Estes, 2008; Moore, Payne, Autry, & Griffis, 2016).
Twenty-first century companies additionally require a span of distance between structured
teams due to the needs for diverse skill sets which are often found in certain geographical
areas due to project complexity (Clark & Estes, 2008; Moore, et. al, 2004). Finally,
organizations recognize employee collaboration directly influences financial and
operational performance outcomes (Clark & Estes, 2008; Moore, et. al, 2004) As a result,
school systems such as the Academies, that maintain many separate schools yet require
interconnectivity between employee groups must analyze and provide highly organized
systems and structures for employees as well as build trust that collaborative relationships
will be honored between respective employees to attain institutional performance goals
(Clark & Estes, 2008, Moore, et. al, 2016).

CONTEXTUAL PROFESSIONAL DEVELOPMENT
22
Knowledge, Motivation, and Organizational Influence Tables
Table 2 Knowledge Influences, Types, and Gap Analysis Assessment
Organizational Mission
Our primary goal at the Academy is to develop students with character, honesty, integrity
and responsible behavior as they thrive in a healthy, safe and caring environment.
Furthermore, parents, students and staff must partner together for whole-child education,
inspiring excellence and challenging students to think critically and creatively for life-long
learning.
Stakeholder Goal
Teachers will be able to learn concepts of how to use student data to increase student
achievement and reflect on past practice for professional growth.
Knowledge Influence: Knowledge Type: Knowledge Assessment:
Teachers need to be able to learn
of student data use.
Conceptual Survey: I understand the
principals of data utilization to
improve student data.
(strongly disagree-strongly
agree)
Interview: What are the
principals which make using
student data highly impactful
in the classroom? How would
this modify your instructional
plan as a result?
Teachers need to reflect on past
experiences and future
opportunities to use student data
in the classroom.
Metacognitive Survey: I have reflected deeply
on my past professional
experiences using student data.
(strongly disagree-strongly
agree)
Interview: Through reflection
what would you do differently
in your classroom than before?

CONTEXTUAL PROFESSIONAL DEVELOPMENT
23
Table 3 below identifies two motivational influences that focus on self-efficacy
and goal orientation. These influences have been used to understand more clearly how
motivation affects employee engagement during professional development within the
Academies.
Table 3 Motivational Influences and Assessments for Motivation Gap Analysis.
Organizational Mission
Our primary goal at the Academy is to develop students with character, honesty, integrity and
responsible behavior as they thrive in a healthy, safe and caring environment. Furthermore,
parents, students and staff must partner together for whole-child education, inspiring excellence
and challenging students to think critically and creatively for life-long learning.
Stakeholder Goal
Teachers will be able to learn concepts of how to use student data to increase student
achievement and reflect on past practice for professional growth.
Assumed Motivation Influences Motivational Influence Assessment
Self-Efficacy - Instructors need to believe they
are capable of effectively implementing PD after
receiving the training.
Written survey item “I feel confident about
my ability to implement the professional
learning delivered following our PD session”
(strongly disagree- strongly agree)
Interview item: “How do you feel about
your ability to implement the teaching
strategies as learned during the PD session?”
Goal Orientation - Teachers should set goals
following PD sessions which are attainable and
measurable.

Written survey item “I have set goals to
implement the strategies delivered within the
PD sessions. (strongly disagree – strongly
agree)
Interview prompt: “Share your goals about
implementing PD which you have learned.”

CONTEXTUAL PROFESSIONAL DEVELOPMENT
24

Table 4 below identifies two organizational influences that focus on material resources
and organizational culture as it relates to student data acquisition and influence to the
learning environment. These influences have been used to understand more clearly how
organizational structure affects employee engagement during professional development
within the Academies.
Table 4 Organizational Influences for Organizational Gap Analysis.
Organizational Mission
Our primary goal at the Academy is to develop students with character, honesty,
integrity and responsible behavior as they thrive in a healthy, safe and caring
environment. Furthermore, parents, students and staff must partner together for whole-
child education, inspiring excellence and challenging students to think critically and
creatively for life-long learning.
Stakeholder Goal
Teachers will be able to learn concepts of how to use student data to increase
student achievement and reflect on past practice for professional growth.
Assumed Organizational Influences Organizational Influence
Assessment
Material Resources - Instructors need to receive
timely and focused student which is relevant to
their teaching to aid in the effectiveness of
implementing PD after receiving the training.
Written survey item “I feel
confident that data received
regarding students during PD is
substantially focused to aid in
improving the instruction I provide
at various academic levels within
my classroom” (strongly disagree-
strongly agree) (Y
Interview item: “How do you feel
about your ability to utilize student
data while planning for instruction
learned during the PD session?”
Organizational Culture - Teachers should
understand and identify cultural goals for the
review and integration of student data analysis to
Written survey item “I have set
goals to implement the strategies
delivered within the PD sessions.
(strongly disagree – strongly
CONTEXTUAL PROFESSIONAL DEVELOPMENT
25
improve classroom instruction.

agree)
Interview prompt: “Share your
goals about implementing PD
which you have learned.”

Table 5 below summarizes the overall assumed knowledge, motivation and organizational
issues identified as potentially impacting the Academies ability to facilitate quality
contextual professional development. These issues have been studied to understand more
clearly how KMO’s affect employee engagement and eventual successful implementation
during professional development within the Academies.
Table 5 Summary of Assumed Needs for KMO Issues at the Academies
Assumed Influences on Performance
Sources

Knowledge

Motivation

Organization

Learning
and
Motivation
and Org.
Theory

-Teachers need to be
able to learn of
student data use.

-Teachers need to
reflect on past
experiences and
future opportunities
to use student data in
the classroom.
-Goal Orientation
- Teachers should
set goals following
PD sessions which
are attainable and
measurable.

-Self-Efficacy -
Instructors need to
believe they are
capable of
effectively
implementing PD
after receiving the
training.

-Material Resources -
Instructors need to receive
timely and focused student
which is relevant to their
teaching to aid in the
effectiveness of
implementing PD after
receiving the training.

-Organizational Culture -
Teachers should understand
and identify cultural goals for
the review and integration of
student data analysis to
improve classroom
instruction.
Related
General
Literature

-Teachers need
knowledge of how to
transfer PD

-Teachers need to
see the value of
using personalized
student data in
-organizational processes
need to align to resource
allocation providing student
data driven PD
CONTEXTUAL PROFESSIONAL DEVELOPMENT
26
-Teachers need
knowledge of how to
red and interpret
student data

-Teachers need skills
to integrate PD
learning into
classroom
instruction

planning for
classroom
instruction

-Teachers need to
see the value in
improving their
skills as instructors

-Teachers need to
be motivated to
receive new PD
ideas

-Teachers need a clear
perspective of organizational
goals

-Teachers need time to
implement student data
driven PD

CONTEXTUAL PROFESSIONAL DEVELOPMENT
27

Interactive Conceptual Framework

Figure 1 Conceptual Framework for Student Data Focused PD

Application of PD
concepts into classroom
teaching
Student Data
Student
Teacher Knowledge
• Factual

• Conceptual

• Procedural

• Metacognitive

Teacher Motivation
• Task
Value

• Goals

• Self-‐Efficacy

• Task
Value

Organizational Influences
(Cultural Models / Cultural Settings)
CONTEXTUAL PROFESSIONAL DEVELOPMENT
28
Interactive Conceptual Framework
Knowledge, motivation and organizational (KMO) influences impact schools as learning
organizations (Clark & Estes, 2008). The most effective schools become skilled in the
transfer of knowledge to their employees as the organization develops a system of
growing highly educated workers (Childress, Elmore & Grossman, 2006). Teacher
learning is influenced by student data at the Academies, organizational influence such as
overall shared goal setting (Gronn, 2002), reduced competition between teachers (Lu &
Hallinger, 2017), and school-level goal accomplishment (Sandström, Crona, & Bodin,
2014) influences performance outcomes through the utilization of student data.
Components of figure 1 illustrate the framework for this study and display the idea that
organizational cultural settings have interactions with stakeholder knowledge and
motivation.
Conceptual Framework and Knowledge Influencers.
Figure 1 indicates that a silo of teacher knowledge and a silo of teacher motivation resides
within the organizational influences. As the implementers of instructional strategies,
teachers must learn to combine previous knowledge obtained through university
preparation programs while at the same time linking new knowledge with student data in
order to obtain higher levels of competency (Clark & Estes, 2008). By training with
student data through the four types of knowledge shown on figure 1; factual knowledge,
conceptual knowledge, procedural knowledge, and metacognitive knowledge (Krathwohl,
2002; Rueda, 2011), it is believed that teachers can obtain organizational objectives for
student improvement. As student data influences each of these knowledge domains (see
student data in figure 1), teachers may begin to transfer newly obtained knowledge from
CONTEXTUAL PROFESSIONAL DEVELOPMENT
29
PD to the classroom, which leads to personal and organizational success (Alexander,
Schallert, & Reynolds, 2009; Mayer, 2011). Furthermore, it is also the responsibility of
professional development managers to help teachers understand student data and its value
as teachers mentally arrange information into simple structures to show how the data can
be used in the context of the overall class or project (Krathwohl, 2002; Mayer, 2011;
Rueda, 2011). As teachers embrace the process of learning how to apply the data
reviewed, they begin to commit to the learning and further improvement of their
knowledge and skills occurs translating directly into classroom teaching (Grossman &
Salas, 2011). While using actual student data from one’s own classroom, each educators’
knowledge of the needs of students creates a solidifying structure of the information for
positive knowledge transfer (Mayer, 2011; Rueda, 2011). The use of metacognitive
practices throughout PD challenges teachers to commit information into memory, which
later improves the day-to-day lesson delivery (Grossman & Salas, 2011) bringing to full
review the many components of the knowledge influences.
Conceptual Framework and Motivation. Organizational influences provide a roadmap
for PD which allows teachers follow with their innate drive for self-learning (Rueda,
2011) while also allowing teachers to adopt institutional motivation (figure 1) and social
accountability measures on student data outcomes (Mayer, 2011). It was anticipated that
research through the study would show whether actual student data (figure 1) assisted
teachers in committing to or making decisions on specific directions of quality
improvement. Additionally, it was anticipated that research would identify whether or not
teachers have made specific commitments to accomplish new learning for their own
intellectual benefit and/or for the benefit of their students (Dale, Pintich, and Meece;
CONTEXTUAL PROFESSIONAL DEVELOPMENT
30
2009). Finally, a review of the teacher’s decision to improve was reviewed to understand
if it can be solidified against distraction and whether teachers can maintain a high level of
commitment over a long period of time linking both motivational attributes and the
cognitive function in learning new skills for the ultimate improvement of the teacher
(Dale, Pintich, and Meece; 2009).
Student Data and Overall Organizational Influences. An overall compelling vision
within the Academies sets the initial pathway teachers’ focus on PD as illustrated on
figure 1 as the large rounded rectangle. The purpose of this vision is to intentionally
reduce distractions by preventing initiatives not in alignment with a clearly articulated
organizational vison (Clark & Estes, 2008; Leithwood & McCullough, 2016). Figure 1
clearly indicates the influences of student data across and into the organizational
influences, even as it transects the organizational elements of cultural models and cultural
settings. The student data “intersections” indicated have been reviewed during the research
to correlate the overall goal of the Academies (that teachers learn throughout their
employment) by observing teachers individually growing (or not growing) in their
aptitude to teach collectively as they improve (or do not improve) rates of student
learning. When student data is infused into the organizational influences, it was believed it
would impact how teachers are evaluated and how they plan actual instructional units.
Within figure 1 the framework indicates the overall foundation of organizational
influences which creates appropriate conditions for goals to be achieved (Sandström,
Crona, & Bodin, 2014), alignment of interests to reduce competition (Sandström, Crona,
& Bodin, 2014), and the alignment of business processes to organizational structures
(Clark & Estes, 2008) each as components of organizational influences.
CONTEXTUAL PROFESSIONAL DEVELOPMENT
31
Data Collection and Instrumentation
This study has utilized a qualitative research approach to gather and analyze
information. Qualitative research looks to answer important questions while focusing on
meaning and understanding (Creswell, 2014). Based on the nature of the research
questions for this study the effort to understand the situations, experiences, and nature of
the setting within the Academies has produced meaning and a significant depth of
understanding. There are many characteristics of qualitative research that create a focus on
understanding through an inductive process ending in rich descriptions to answer the
research questions (Merriam & Tisdell, 2016).
Through the designed use of interviews and the collection of documents and
artifacts this qualitative research has been designed to address important organizational
questions while focusing on meaning and understanding (Creswell, 2014). It was intended
that interviews with clearly articulated processes, informed consent conducted with the
participants and with an observer as participant during observations would establish a
valid and reliable study. Documents were collected and reviewed from the highest district
levels all the way through the supporting grading sheets of actual student progress reports.
Ethics and trustworthiness was continually established through rigorous research design
including triangulation, clearly established protocols and processes, and post-data
collection collaboration among administrators leading in the collection of data. These
qualitative methods have been chosen due to the individual learning aptitude of each
teacher learning through a PD cycle at the Academies and the belief that through a valid
and substantial evaluation of PD program can be improved upon. Additionally, it was
believed that through clearly established procedures that information can be compiled
CONTEXTUAL PROFESSIONAL DEVELOPMENT
32
from the study to positively impact not only the academies as a whole, but other schools
throughout the region and the country faced with similar data-focused dilemmas of teacher
PD. Finally, it is important to recognize the difficulty in obtaining teacher perception data
without first-hand researcher interaction with staff, hence the need for qualitative research
at its greatest in this capacity.
Interviews
Qualitative research is founded on a focus where the primary instrument for data
collection and analysis is the researcher (Merriam & Tisdell, 2016). There are both
disadvantages and advantages to having a human instrument for data collection and
analysis. Naturally, a human instrument is able to expand understanding through
communication (both verbal and non-verbal), immediately clarify and summarize
information gained through research, and check for accuracy of interpretation (Creswell,
2014; Merriam & Tisdell; 2016). Unfortunately, the human instrument also has
disadvantages in the research process such as the bias individuals have which can impact a
study. Efforts have been made to train and make an awareness of the individual
interviewers’ bias as opposed to attempting to eliminate all bias (Merriam & Tisdell,
2016).
During the cycle of interviews, participants have been interviewed one-to-one
during a single interview following the primary professional development session in the
fall. Through informed consent potential study participants have been made aware that
participation is voluntary, of any aspects that might affect their well being, and that they
were able to freely stop participation at any time (Glesne, 2011). The interviews were
conducted in a semi-structured format providing open-ended questions for respondents to
CONTEXTUAL PROFESSIONAL DEVELOPMENT
33
describe their own view of the PD event and to discover any influences upon knowledge
retention following the PD session. Each participant was scheduled in an individual time
for the interviewer to come into their classroom to conduct the interview, allowing a time
of interview within the comfort of the teacher’s classroom, providing an opportunity for
the observation of each student learning environment. Each question supported the
conceptual framework established for the research and was conducted in a formal manner
(Merriam & Tisdell, 2016).
Questions utilized are founded on Merriam and Tisdell (2016) research on types of
questions including foundational, feelings, knowledge, experience and behavior, opinions
and values, and background/ demographics questions. Foundational background questions
were asked to establish baselines demographics including age, numbers of years of
teaching experience, degrees obtained, and overall current job satisfaction levels. These
foundational questions were intended to address portions of research question #2 which
inquired about teacher’s overall satisfaction levels within the current employment
environment. Additionally, feelings questions were used to answer research question #3
and describe teacher’s feelings around PD sessions as an attempt to discover the overall
level of motivation for each teacher to pursue new knowledge related to PD initiatives.
Organizational dynamics were analyzed through a series of opinion and values questions
which were intended to discover what each teacher thought about the topic and to clarify
teacher opinions on implementation and overall view of quality of the recent PD session.
Finally, knowledge questions were utilized to elicit a factual response of the teachers’
understanding about student data utilization following the PD session in support of
research question #3.
CONTEXTUAL PROFESSIONAL DEVELOPMENT
34
Documents and Artifacts
During the research process documents and artifacts were collected by the
researcher to aid in the overall investigation of the teacher PD experience and classroom
environment. Documentation analysis provided flexibility to the researcher as the
documents were accessed at any time which was convenient (Creswell, 2014). Beyond the
flexibility documentation analysis provides, written evidence also represented data that
participants had already given attention (Creswell, 2014). This effort was used to support
interview and observation protocols typically part of the research setting and did not
intrude upon the interview setting (Merriam & Tisdell, 2016). Documents were collected
within three separate domains for the purpose of the research; District level public
documents relating to teacher PD and student data, School-wide documents related to the
actual PD session, Teacher documents prior and after the PD session.
Findings
Following two decades of growth and expansion, the Academies focus on
improving teacher performance through PD has become an essential component of
meeting student achievement growth goals. Additionally, fostering teacher interpersonal
connections to organizational teams and team goals through PD has become essential for
the successful accomplishment of organizational goals. Current Academy goals mandated
the utilization of student data to improve instruction and provides training on aspects of
student data, yet did not analyze the effectiveness of teacher connections to PD.
Specifically, the Academies did not evaluate the contextualization of PD through the use
of teacher’s own classroom student data. The evaluation of PD was intended to analyze
whether connections were being made between trainers and teachers following training
CONTEXTUAL PROFESSIONAL DEVELOPMENT
35
sessions on data-driven PD. Subsequently, the purpose of the research has been to indicate
if the contextual connection following PD, if present, is affected by the knowledge,
motivation, or organizational culture surrounding teachers within the Academies.
Within the following section the presentation of findings will be provided as
organized through the lens of the KMO framework. Identification of actual stakeholder
engagement within the research was identified followed by interview findings, document
review, and observations aligned to provided research questions. A discussion follows
with data from the qualitative interviews that were designed to gain insight into the factors
that are preventing the Academies from achieving its organizational goals for contextual
PD aligned to the KMO framework. Concluding remarks of the researcher close the
section with reflections of the gaps facing the Academies and the overall analysis of
findings.
Participating Stakeholders
The stakeholder population of focus was the elementary teaching staff at the
Academies. These stakeholders were responsible for the day to day operations of the
classroom, the review of student data within their classroom, and the education students.
The selection of this stakeholder population was due to the impact which these specific
teachers have to actual student outcomes. Overall 43 teachers were invited to participate in
the study as full-time employees of the elementary school selected. All of the teachers
invited were American, Canadian, or Jamaican citizens working in the Middle East
international school setting on a multi-year contract. Specialists who did not have access
to student data related to individual cohorts of students during PD sessions were
eliminated from eligibility as normally PD sessions are reserved only for classroom
CONTEXTUAL PROFESSIONAL DEVELOPMENT
36
teachers. From the overall group of teachers invited to survey, twelve teachers responded
as willing and nine actual teachers arrived for the interview. Table 6 displays the
demographics of the group of candidates interviewed.
Table 6 Summary of Teachers Interviewed

Age Years in
Teaching
Years at the Academy Masters
Degree
Teaching
Cert.
Home
Country
Teacher 1 25 0 5 √ Canada
Teacher 2 58 0 >1 √ Canada
Teacher 3 60 25 6 √ √ USA
Teacher 4 35 1 4 √ √ USA
Teacher 5 23 0 >1 √ USA
Teacher 6 24 0 >1 √ USA
Teacher 7 52 28 2 Jamaica
Teacher 8 33 17 2 √ √ USA
Teacher 9 60 8 >1 √ √ USA

Grades served by the cohort of respondents ranged from grades 1-5. Potential
respondents did however include English as a second language (ESL) teachers as their
reflections on student data for the purpose of pull-out intervention supports were relevant
experiences as it related to the PD. Nine teachers were eventually interviewed ranging
from zero to twenty-eight years of experience where four of the nine had completed a
master’s degree programs in education prior to the current year of teaching. Each of the
candidates interviewed were observed within their teaching environment. A single copy of
their lesson plan for the day was collected along with the program notes from PD sessions
CONTEXTUAL PROFESSIONAL DEVELOPMENT
37
related to contextual PD for document analysis. The longest standing employee
completing the interview had completed five years within the Academies with an average
of 2 overall years in the Academies. The oldest teacher was sixty and the youngest was
twenty-five with a mean of 42 years of age. All teachers interviewed were female. The
following section describes overall results of the research divided into KMO domains.
Interviews were conducted to analyze potential motivational, knowledge, and
organizational barriers that could be preventing stakeholder’s implementation of
contextual PD. The interviews were conducted over a course of two weeks with nine
individuals who satisfied the selection criteria. The following section discusses the
findings of these interviews. The findings are organized in alignment to the initial research
questions with sub context describing the knowledge, motivation and organization
headings based on the conceptual framework influencers.
Knowledge Results
Declarative Knowledge. Within the Academies it is expected that teachers be able to
describe data, the procedures for obtaining, analyzing, and preparing responses for
students and to re-align lessons to incorporate data-driven instruction. The knowledge
results examined in this study indicate interviewee’s general knowledge about data-driven
instruction do not align to district goals. Initially, when candidates were asked to define
the term “data” only 2 candidates identified a clear description of an appropriate
definition.
Yes, we use data. But the data we each use is different for each of us. You know
teachers can see students in their classroom and just “know” who is low and who is
high performing. I don’t need a test to tell me that where my students are, I should
CONTEXTUAL PROFESSIONAL DEVELOPMENT
38
already know this from how they behave in my class.
Reviews of notes from the observed PD completed February 27
th
do articulate definitions
of what was being discussed at each PD session, however no formal definition for the
“data” term was discussed in the document reviewed (Appendix A). Further it appears that
the information necessary to analyze and implement the assessment tool utilized by the
Academies, which is titled the North West Educational Association Measures of
Academic Progress (or MAP), is not clearly recalled by teachers. When asked to describe
the process of analyzing MAP data several teachers responded with the following;
We take the time to do the test. But at times when we get into the middle of
looking at all the numbers it gets all complicated. We are there working hard, and
really diving deep, but when you look at one strand, then you look at another
strand, it begins to all look the same. We just need more focus on what to look at.
Additionally, another teacher indicted;
We look at MAP for our own students and then run back to our classrooms the
next day and try to do better in our teaching. The reality is though that it is hard
knowing what to teach different.
During classroom observations teachers did not indicate a clear understanding of the use
of data in actual lesson preparation as only two teachers provided differentiated groups
within classrooms according to recent data received from MAP tests. In four cases
teacher’s lesson plans simply provided for whole class instruction, which when observed
in actual practice also reaffirmed that students were all learning the same lesson at the
same time. It was however clearly expected that reviewing MAP data would necessitate
some type of differentiation where students were ability grouped in class on the data
CONTEXTUAL PROFESSIONAL DEVELOPMENT
39
having been reviewed, this was not happing in nearly half the classes observed.
Procedural Knowledge. The organization is meeting the initial goal of improving
teachers use of student data to improve instruction (Appendix G). Overall however, from
the interview responses there are gaps for segments of teachers which indicate that the
uniform application of teacher PD is not occurring which requires improvement to meet
the goals of implementation to the level of fidelity needed. The planning process which
teachers were trained incorporates student data into the planning cycle combined with the
team interactions across the elementary school. Observing the training and reviewing the
training notes (Appendix G) indicates the beginning stages of student data usage to
improve instruction is occurring. The researcher observed teachers working through the
process, setting step-by-step the building blocks in place during the training. Teachers
were observed working out the difficult sections of planning individual lessons. While
each actual lesson plan was not identical, the overall outcome of the event seemed to leave
teachers with a foundational knowledge of planning the correct way. Yet when describing
later the overall planning process, teachers neglected to link efforts of planning towards
efforts of teaching with data in high frequency.
I don’t know why I don’t plan teaching from my lessons plans with data in mind. It
just seems like an afterthought our I just simply forget to do it. I am just old school
I think and my system of developing my plans are just the way I’ve always done. I
guess I drop the ball so to speak in this area.
At times it appeared that they forgot what was actually discussed within the PD session.
Through the interviews it became clear that teachers did understand the general use of data
CONTEXTUAL PROFESSIONAL DEVELOPMENT
40
within the context of classroom planning. However, beyond general use of data, only 4 of
9 interviewed indicated they understood procedures for planning with the use of data.
I consciously think before I plan which students need to learn which sections of the
lesson the most. If I am able to link my lessons to meet the end goal of teaching to
various levels, then I feel I’ve done my job. Ideally these levels are determined by
breakpoints in the data. The data, if used correctly, can really drive the categories
of learning in the classroom.
An additional teacher indicated;
When I plan I look for what my students don’t have in the data I reviewed. I get to
the part when I’m supposed to make my lessons look different for different
students and I get stuck. I go back to the steps we discussed. I want to differentiate
and know the way, but the process of getting there is sometimes difficult.
Yet of the five remaining teachers interviewed that did not consider data when planning,
the process of developing lessons seemed much more delayed or arbitrary.
When I plan I just sort of go for it. I think about what the students need to learn
and I begin writing down all the details of what it is that I need to get across to
them. When it comes to data, this really is an after thought which pushes me later
while teaching, but not actually during the planning process.
More acutely, teachers did not seem to at times to understand the procedures necessary
during collaborative trainings or team-time to facilitate a productive conversation leading
to the team utilization of data tools discussed in previous PD.
We plan as a team with the MAP results but when it comes time to develop
lessons, this work is done individually. Sure, I can submit my lesson plans to my
CONTEXTUAL PROFESSIONAL DEVELOPMENT
41
HOD but the reality is that we don’t have the time for this. Give us the time, and
we can do much more, bit as it sits I only see my HOD once per week at best, and
during this time we are often looking at curriculum maps and not how we can meet
the needs of individual students.
Through the review of lesson plans provided, teachers naturally created lessons according
to anecdotal evidence of student progress, yet could not indicate a team focus for unified
improvement of specific academic strands. Lesson plans reviewed indicated when a lesson
transition would occur within the lesson, yet the transition was often linked to an activity
rather than a content strand described by data. Within two lesson plans reviewed the
teacher placed a core content objective at the top of the lesson plan, however this was not
a prevalent occurrence across lessons reviewed. While a content objective on a lesson plan
does not absolutely indicate student data is being used from MAP, it is a minor indication
that outcomes related to data leading to content strand data is being considered. The
elementary teachers interviewed do believe that they as a team facilitate data
conversations, but there is a belief that data conversations are not happening in other
schools. This competitive nature between schools is natural, but school leaders need to
continue to articulate that all schools perform the same procedural tasks when it comes to
data interpretation.
It was funny at the training that my instructor seemed to think that we are all at the
same level. I know there were teachers in the room at the training that just simply
didn’t care about the procedures. Whatever the training was going to teach about
would not impact that school or that classroom. At our school we are better than
that and our principal lets us know that we are the best at using data. I just wish for
CONTEXTUAL PROFESSIONAL DEVELOPMENT
42
the support of all kids at the Academies that other schools would keep pace with
us.
Following PD however, most teachers interviewed (7 of 9) still could not articulate
exactly how teams of teachers were expected to correlate plans in lesson planning or the
procedures necessary to facilitate team discussion on data comparability for planning
purposes.
When we come together as a team we discuss what is happening in general around
whole chapters of content or large multi-week projects, but as a team we really do
not try and match lesson-for-lesson content instruction. Of course we look at the
curriculum map for the quarter, but I’m not even sure I would know how to
evaluate someone else’s lesson.
Followed by another teacher’s opinion on team discussion.
We talk as a team all the time. We even cover topics that are specifically related to
lesson planning sometimes. But to regularly or proactively plan to talk about what
I am preparing to teach my kids from the actual data review, no way. This is really
my own business and my responsibility.
On a positive note, 5 of 9 teachers were able to describe an understanding of the purpose
of MAP testing. Separately, 4 teachers were not able to describe the MAP testing process.
Oh we get it. The data thing is becoming a big thing around here. Parents want to
know how their student is doing, and not just what I think, but what the data
shows. If over time we take the time to sit and review every kid, we get a good
picture of different levels of student learning.
The four teachers unable to describe the process of MAP were new teachers, this indicates
CONTEXTUAL PROFESSIONAL DEVELOPMENT
43
that new teachers do not fully understand the procedures in the collection of MAP data.
As a new teacher I was not totally clear about how this was all going to happen
until I was really in the middle of testing. Sure they trained us on setting up the
class and opening specific student accounts. But what do you do when it doesn’t
work? What can you do when a student account isn’t found? What happens when a
student doesn’t finish the test? Do I mark incomplete or do they just get all zeroes
for the remaining questions?
Procedural knowledge is what Anderson and Krathwohl (2001) indicates as necessary to
accomplish a task beginning with methods of inquiry, techniques, and methodologies
present within a common teacher’s classroom.
Metacognitive Knowledge. Metacognition allows a person to know when and why they
most do something as a key contributor to strategic behavior, specifically to solve
contextual problems such as the variability known to exist among students within a
teacher’s classroom. The desire for collaboration was present within all teachers
interviewed, however the actual knowledge of what collaboration should look like was not
clear to teachers.
It just seems that we all want to get together and discuss student needs, and I
believe that each of us looks at our student data individually. But when it comes
time for our weekly meeting we sort of fumble the issue. The leaders ask us to
bring our data, we sort of stare at the numbers and the “togetherness” seems to be
missing on the big picture group goal of it all.
Trainer notes reviewed as part of the document review from the recent PD event on
student data/planning indicated that collaboration time was set aside as part of the event,
CONTEXTUAL PROFESSIONAL DEVELOPMENT
44
yet teachers following the event were still unclear of how to contribute in a collaborative
conversation. When asked about the process for monitoring teaching with the utilization of
data for planning and differentiation purposes, 4 of 4 new teachers interviewed were not
articulate in a personal reflection of the use of district standards in their instructional
practice.
No, I do not follow a book or an exemplar for planning my lesson from the
Academies, this is really what my university was supposed to teach me in my
education program. As a new teacher I lean way more on my previous knowledge
than anything that I’ve seen being used around here.
This lack of self-awareness for personal analysis seems problematic with new teachers
leading to a lack of understanding of key aptitudes for teaching effectiveness. When
discussing district standards of instruction, new teachers were unable to express a time
when they had analyzed their own instructional practices for alignment to PD
expectations.
Motivation Findings
Expectancy Value. The highest probability influences on teachers interviewed were self-
efficacy and value motivation. This analysis has been validated based on the most
frequently mentioned motivational influences during semi-structured interviews of
teachers, observation of actual classroom teaching and document analysis. Rueda (2011)
suggests that although knowledge of how to do something exists within a teacher that this
does not mean that they want or will do something. Of the teachers interviewed only 3
(n=9) indicated a high value for their data within their planning process indicating that the
majority of teachers do not desire the use of data for their instructional planning process.
CONTEXTUAL PROFESSIONAL DEVELOPMENT
45
Data is hard. It is hard to really understand and there are so many different topics
screaming at the same time. At times, I’m not sure of the value of all the effort to
get the data, beginning with the lost instructional time all the way to whether or not
we really need this stuff to be able to be a better teacher. I think I get enough data
from watching my students and checking for understanding while teaching the
actual lesson.
Another teacher also criticizes data utilization.
I think we were better before all this data. I could teach and I didn’t always have to
be looking over my shoulder to see if the data was following. I knew then when
my students were learning and what I needed to do next. I didn’t need a data hunt
to decide what to do next, this comes with experience not because of the data.
The overall perception of teacher professional development at the Academies is below
average and needs to improve so that teachers perceive an overall value to the
opportunities made available for professional learning. Teachers either think that the PD is
not adequate or that the time allowed is not adequate to truly implement the training with
the necessary levels of fidelity. Some teachers indicate that they discount the
effectiveness,
I don’t really feel that the PD led me to believe that data was really valuable for
planning my lessons. It just seemed that when it comes time for looking at data we
just have a short window to look, and after that its onto all the other things that
we’ve got to get done. If the Academies want me to look at more data and plan
with more data, then they’ve got to show me that more data is going to impact my
kids’ levels of learning.
CONTEXTUAL PROFESSIONAL DEVELOPMENT
46
While PD presentations reviewed indicated that data should be reviewed when planning
lessons, teachers’ actual plans only seldom indicated actual data levels for differentiated
teaching. When further questions were asked of teachers, all but 2 (n=9) suggest that
learning about data-driven instruction is not enjoyable and at times can even seem boring.
I completely understand that PD on important topics needs to occur. But the way it
is presented is important also. I mean when someone gets on stage that we can
barely hear and then we stare at our laptops waiting for the slow internet, what do
you expect. This was totally boring.
Additionally, teachers indicated similar experiences.
Data can be dry to begin with. I mean if its my own students it makes it easier, but
if you want me to look at fake data and get excited about crunching numbers and
looking at scenarios then you’re not going to be surprised when we walk away
giving bad reports of poor PD sessions.
After reviewing planning notes from recent PD events, little time was allocated within the
PD session to receive just-in-time feedback from participants on progress during sessions.
Specifically, teachers were not extensively encouraged to dialog and self-identify with
data-focused lesson planning. Overall teacher’s moods seemed poor about the possibility
of the PD relating to student learning. When teachers left PD there was not a collective
encouragement by teachers that good work had been accomplished and that teachers were
on a positive pathway to improving classroom instruction.
Sometimes it just feels like we the adults do all the talking and when it comes time
for students to learn that we’ve done nothing different. It would be great to come
out of a PD session and believe that all this is possible, that student achievement
CONTEXTUAL PROFESSIONAL DEVELOPMENT
47
can really improve, and that this is not just another set of “business as usual” PD
sessions where nothing new really happens after a few hours or a few days of PD.
Efforts to bring teachers together to discuss the positive value of the PD session related to
data or data-driven lesson planning was lacking from the interviews of teachers. The mood
in the of those interviewed was that of boredom or frustration with the session technology
and overall content leaving much room for improvement.
Self-Efficacy. At the conclusion of the PD events employees need to feel a confidence
that they are the experts, or at least that they are on the right path to establishing a high
level of expertise (Pajeres, 2006) in order to maximize the effectiveness of the training.
Organizations must set close, concrete and challenging goals so that the learner can
experience success along the way leading the effort (Pajeres, 2006). To maintain a high
level of motivation, it is imperative that teachers not only feel like they have joined the
team of district data-driven PD, but in some ways that they have experienced success
along the way. Some teachers within the group interviewed indicated this as a real
possibility:
I just wish my fellow teachers would see this work for the opportunity that it is.
You can take a data-set from a MAP test and you can change the life of a student.
You can have real impact! Sure it takes some learning, some process development,
but overall this is what we signed up for as teachers. This is amazing stuff if other
teachers would see the possibilities of what can happen with a little effort.
Which was also reiterated by another teacher.
I feel the setting the data in front of you, looking at aht your goals will be, this
provides a great incentive to become better at what you do! I mean if I see one or
CONTEXTUAL PROFESSIONAL DEVELOPMENT
48
two students “getting it” and then all of a sudden large groups of students are
progressing this is so rewarding. But really when you see it with the data it is even
better, I feel like I have really accomplished something.
In order to motivate teachers, each individual needs to be encouraged to keep a positive
attitude and up-beat mood while facilitating the learning process as learning and
motivation are enhanced when learners have positive expectancies for success (Pajares,
2006).
Organizational Findings
Cultural Settings. The interaction between culture and context are beginning to combine
into a functioning school system within the academies. Data-driven PD instruction is
being supported, departments appear to have the resources needed to implement the
improvements in knowledge levels through PD. Certain cultural settings however need
improvement in an effort to facilitate greater gains in teacher learning. Teachers
interviewed indicated that at the Academies the PD process across multiple levels occurs
with different sets of data and different training for separate groups which do not align. Of
those interviewed, 6 of 9 mention that the cultural setting influencing PD Instructors,
Heads of Departments and teachers utilize different methods of looking at student data
when planning for lessons. Specifically, organizational planning for aligning resources for
tracking student data occurs in different ways with different teams.
It just seems at times that my Head of Department (HOD) just comes in here and
throws down a list of data sets that I’ve never seen before. I mean, if we are all on
the same team isn’t it important that we speak the same language? The Academies
need to come up with a clean set of templates that all schools use and that all
CONTEXTUAL PROFESSIONAL DEVELOPMENT
49
teachers use for reviewing data. It needs to be uniform and not a surprise every
time we meet as a school.
New data templates take time to develop and the overall time dedicated currently in the
system to the effort seems low within the Academies, particularly when it comes to
HOD’s meeting with teams to help explain new templates.
We just don’t have the time we need. Everyone expects that there is a magic wand
when it comes to getting all this stuff done, bit there is not. I’ve been teaching for
over 30 years and if there is one thing I have learned is that time itself is the
greatest challenge to our success. We need time to interpret, time to train on
understating, time to develop the templates, and time to plan as a team. Time is our
grates asset and enemy depending on how much we have available and the task in
front of us.
The 5 teachers surveyed indicate HOD’s require additional time to dialog and prepare for
global changes to curriculum and learning targets prior to prepping with teachers on lesson
planning. When lesson plans were reviewed inconsistencies did exist when looking at the
depth of description for each lesson. Some lesson plans provided able descriptions of
transitions, learning goals, and in some select cases descriptions of planned differentiation.
However, within classroom observation it appeared in 6 cases that teachers were pacing
instruction according to a similar pacing guide. The difference between what was written
in lesson plans and what was seen in actual lessons was stark. Leaders appear to trust
teachers to do what is right for instructional purposes even if lesson plans submitted do not
display highly detailed instructions or process pathways to leading a lesson founded on
data-driven principals.
CONTEXTUAL PROFESSIONAL DEVELOPMENT
50
I believe my principal should trust me. I know my principal works hard, she’s
smart and we love her to pieces. But at some point all our dependence on one
leader becomes shallow when we keep getting asked to “dig deeper” again and
again into the data.
Organizational culture impacts work and change processes (Clark & Estes, 2008). Rueda
(2011) added that organizational structure, policies, practices, and cultural settings and
models can influence an organization’s ability to perform and meet its’ goals.
Cultural Model. Actual PD leader responsibility to improve teacher practice cannot be
overlooked as a large opportunity for improvement at the Academies. Teachers indicate in
high frequency a disbelief in their PD leader’s ability to improve the quality of teaching
among their teams and impact their classrooms through the use of data-driven PD and
subsequent lesson planning.
It just seems that the leaders we have coming to teach us about using student data
don’t really understand our schools. If someone teaches from the inside, it seems
that they would take our feedback better and make this whole data-driven project
more relevant to our actual work.
With an additional comment to the same topic.
It just seems that when someone uses data that is from their own home school that
it doesn’t apply to the work we are doing here. We’ve got tons of great kids doing
great things and it would be worth the time to develop our own sets of data for
review.
Alignment between documents reviewed such as lesson plans and PD notes (Appendix A),
as well as classroom observations indicate inconsistency as it relates to data-driven
CONTEXTUAL PROFESSIONAL DEVELOPMENT
51
instruction. Within PD notes it is evident that specific lessons were expected to target
geometry and literacy efforts to improve student data outcomes. Yet subsequent lessons
reviewed did not indicate actual lessons built around these topics following the PD
session. Clark and Estes (2008) articulate the continued need for organizational
efficiencies and correlated work processes for organizations such as schools and that these
processes must be in place to facilitate maximum organizational success. Teachers
interviewed indicated that the Academies didn’t seem to be organized around efficiencies
required to fully integrate PD training components following the event.
After the PD session it just seems like we get busy as teachers. We really want to
follow what our leaders is asking us to get get done, but it feels like we are being
pulled in so many directions.
Additionally, another teacher said.
Adding the new effort towards geometry is a high priority, we even talked about it
as a team. But it seemed that it was almost communicated too late in the process,
we were so far into the year that changing directions or repeating lessons taught
already just seemed to be overwhelming.
Managers are expected to be aware of types of communication, and how these
communication modalities influence change and the environment within the organization
(Denning, 2005; Lewis, 2011; Conger, 1991). At the Academies it appears through
previously illustrated comments that planners associated with data PD may lack the
communication skills to implement new initiatives effectively. Additionally, the teachers
illustrate the challenge with initiatives being added to already busy schedules.
CONTEXTUAL PROFESSIONAL DEVELOPMENT
52
Discussion
This chapter presented data from the qualitative interviews that were designed to gain
insight into the factors that are preventing the Academies from achieving its
organizational goals for contextual PD. The analysis supports the finding that stakeholders
at times lack knowledge, motivation, and organizational supports to engage and
implement professional development provided. Teachers at the Academies are inherently
good teachers from the view of the researcher, but the distance between teams and HOD’s
was notably enlightening. The time needed for these groups of teachers to gather and
discuss data should have been much more evident, however the realty that these groups
don’t have the time to invest in data discussions was a notable finding. In the beginning it
was the belief of the researcher that a clear definition of “data driven” instruction was
clearly articulated across all schools, however not finding a clear definition among
teachers was a bit of a shock. Overall the Academies are headed in a good direction and
with slight improvement to KMO’s related to contextual PD along the way stakeholders
can improve their overall performance in response to contextual PD. Through the analysis
of interviews gaps did exist in both declarative and procedural knowledge, which should
not happen after good PD. In reality teachers should be able to describe data definitions,
articulate procedures for facilitating MAP testing, and display lesson plans with
implemented data strategies for instruction. While the participants recognized that there
were benefits of contextual professional development, they did not demonstrate the
benefits related to lesson development, in some ways missing the entire purpose of the
PD. It was not expected by the researcher that teachers would be missing actual steps
necessary to implement the PD in the procedural sense, after all the point of external
CONTEXTUAL PROFESSIONAL DEVELOPMENT
53
consultants being hired to lead PD is so that a whole package of data-driven instruction
can be provided all at one time, including implementation steps. The process of
implementing PD after the event was explored to analyze if participants had the process
knowledge to implement and unfortunately most could not articulate exactly how teams of
teachers were expected to correlate plans in lesson planning or the procedures necessary to
facilitate team discussion on data comparability for planning purposes. This lack of
procedural knowledge seemed odd as the procedure itself seemed clearly defined.
Furthermore, it would seem logical that actual lesson planning would improve or shift
towards effective utilization of student data, yet even after the training little change was
observed. The majority of teachers were able to describe an understanding of the purpose
of testing students through the data collection cycle, however 4 teachers were not able to
describe appropriately this process as new teachers indicating that new teachers are
missing basic training during induction to relay key aspects of MAP testing before the
testing window begins. The fact that some new teachers expressed a belief that no new
learning was needed past a university degree was in alignment with past experiences of
similar new teachers. Separately, while the desire for collaboration was present with all
teachers interviewed, the actual knowledge of what collaboration should look like within
uniform training events indicated a need for greater elaboration and training on
appropriate collaboration protocols. The need for the PD on data-driven instruction was
well articulated by Academy leadership, however moving forward it would make sense for
additional training to build on training already completed. Specifically before new training
modules were implemented it would be recommended that the Academies look at clear
process implementation for MAP testing and be sure that a definition of terms, processes,
CONTEXTUAL PROFESSIONAL DEVELOPMENT
54
team responsibilities and overall training outcomes are clearly articulated before the PD
events are scheduled. Beyond standard PD offerings to all staff it is imperative that the
Academies work to teach new teachers the same materials each year as they arrive for a
first-year teaching experience. Part of the leadership team’s main goal must be to develop
the alignment of processes in an effort to support new teachers to obtain the skills
necessary for contextual lesson plan development, the data processes of facilitating
assessment, and the utilization of student data within lesson planning.
The lack of organizational supports focused on contextual PD resulted in findings
that could lead to areas of organizational improvement. Differing sets of data were
described by teachers and the majority of those interviewed articulated that leaders
facilitating PD utilized different sets of data. It appeared to the researcher that a simple fix
to this situation could be accomplished, and a bit of surprise existed that this simple step
had not already been taken. This confusion about data sets among teaching staff was
notably disappointing to teachers and the researcher as very easily the Academies can and
should address who receives what type of data and when they receive the data.
Furthermore, methods for how leaders look at data during PD sessions is different which
causes an appearance of poor organization and poor planning, which should be addressed
by Academy leadership. At the end of most teacher interviews participants discussed an
organization in which resources related to time are stretched and employees find it
challenging to find sufficient time necessary to complete the work. Time and the effective
use of time is difficult in many school systems and the Academies need to begin
considering challenges to the efforts necessary to incorporate contextual data training into
lesson planning, particularly the use of time. It was concerning to the researcher that
CONTEXTUAL PROFESSIONAL DEVELOPMENT
55
discussions of time allocation for implementing contextual PD was not planned better. It is
expected within high-performing schools that before new training projects are
implemented that overall capacities for teachers to learn and implement are analyzed and
planned during preparation. Management cannot continue to ignore challenges related to
time allocation for teaching staff.
The next section will discuss recommendations for the organization as well as an
evaluation plan in alignment with Kirkpatrick & Kirkpatrick (2016) literature. The
recommendations section summarizes the knowledge, motivation, and organizational
influences individually within specific tables and within narratives to present
recommendations for improvement leading to goal attainment in each section. Following
the presentation of influences and recommendations tables the researcher will provide the
preview of the outcomes, metrics, and methods for desired internal and external outcomes
following adherence to recommendations.
Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Introduction. Data collection indicates the knowledge influences in Table 7 represent the
primary list of presumed knowledge influences impacting teachers within the Academies.
These influences as articulated are based upon the most frequently identified responses
from the stakeholder interviews and are subsequently supported by the literature
(Anderson & Krathwohl, 2001; Clark & Estes 2008; Rueda, 2011). Clark and Estes (2008)
specifically indicate that declarative knowledge about a topic, such as data-driven
instruction, is essential to the employee prior to the identification and classification of
entities such as students along a paradigm of learning. Anderson and Krathwohl (2001)
CONTEXTUAL PROFESSIONAL DEVELOPMENT
56
articulate that metacognition allows one to know when and why they most do something
as a key contributor to strategic behavior, specifically to solve contextual problems such
as the variability known to exist among students within a teacher’s classroom. Finally,
Table 7 describes procedural knowledge that Anderson and Krathwohl (2001) indicate as
necessary to accomplish a task often beginning with methods of inquiry, techniques, and
methodologies present within a common teachers’ classroom. From this foundation in
literature, it is anticipated, as displayed in Table 7, that these knowledge influences have a
highly developed chance of obtaining the stakeholders goal.
Table 7 Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence: Cause,
Need, or Asset*

Validated
Yes, High
Probabilit
y, or No
(V, HP, N)
Priori
ty
Yes,
No
(Y, N)
Principle and
Citation
Context-
Specific
Recommendati
on
Teachers do not
know the procedures
to use student data in
planning or
collaboration nor the
definition of
differentiation. (D)
V Y When employees
indicate not
knowing procedures
to accomplish a goal
there is a clear
example of a loss of
known information
to complete the task.
(Clark et al., 2008).
Provide a job aid
containing a
procedures guide
found in policies
that pertain to
teacher use of
data in planning
and
collaboration
along with
references to
definitions and
trainings.

New Teachers do not
understand student
data collection and
NWEA Maps
testing. (D)
V Y When employees
indicate not
knowing procedures
to accomplish a goal
there is a clear
example of a loss of
known information
to complete the task.
Provide a job aid
that details the
procedures and
rules for
collecting
student data and
cross-walk to the
lesson planning
CONTEXTUAL PROFESSIONAL DEVELOPMENT
57
(Clark et al., 2008). process.
Teachers seem to
lack the overall
knowledge of what
collaboration should
look like during data
conversations. (P)
V Y Acquiring skills for
expertise frequently
begins with learning
declarative
knowledge about
individual
procedural steps
(Clark et al., 2008)

Social Cognitive
Theory. Meaningful
learning relate new
to previous
experience to
encourage active not
passive processing
(Rueda, 2011).
Provide Job Aid
that includes a
decision flow
chart for
establishing
roles,
responsibilities
and goals for
collaboration.

Provide Training
that utilizes
teacher studies
to practice the
procedures of
collaboration
and use of
student data.
New teachers do not
monitor their
teaching to conform
to district standards
of effectiveness. (M)
V Y Procedural
knowledge includes
strategic knowledge
(Anderson &
Krathwohl, 2001).

The major factor
influencing transfer
is the attitude of the
people being
trained. (Clark &
Estes, 2008).
Provide training
in which a
colleagues help
new and
returning
teachers reflect
on their own
teaching
followed by a
future plan to
self-evaluate
periodically and
align to
standards of
effectiveness.
regulatory
guidelines.

*Indicate knowledge type for each influence listed using these abbreviations:
(D)eclarative; (P)rocedural; (M)etacognitive
CONTEXTUAL PROFESSIONAL DEVELOPMENT
58
Declarative knowledge solutions for procedures. One of the most notable aspects of
teacher development related to data-driven instruction is teachers needed understanding of
the basic procedures necessary for viewing and modifying student data. If employees do
not need actual practice learning a procedure and still indicate a lack of procedural
knowledge, then information is all that is necessary to reduce their uncertainty of how to
achieve a performance goal (Clark et al., 2008). During this process of learning it is
necessary not only to learn procedural information sequentially but also to develop lesson
plans in accordance with known influence factors which will meet the educational needs
of students. Teachers must begin with a job aid (Clark et al., 2008) which articulates each
step of the data decoding process developed by the Director of data and transfer the
learning to actual practice. Following the use of the job aid, teachers must collaborate
(Clark et al., 2008) on the continued alignment of learning targets identified by the student
data gaps.
In today’s global economy, the knowledge, skills and abilities necessary to
maintain a competitive advantage are growing and changing (Arguinis & Kraiger, 2009)
and high-quality teacher development is noted as the greatest influence for improving
student achievement in schools across the same region (Aaronson, Barrow & Sander,
2007). Professional development in concept is intended to facilitate changes in teacher
attitudes, professional knowledge, and classroom performance (Blau, Cabe, & Whitney,
2011). In order for the Academies to obtain success in improving student achievement
using student data, the central office must provide well educated workers and sufficiently
develop the necessary skills in employees through PD that transfers to the actual job
(Childress, Elmore, & Grossman, 2006). As such, the recommendation being made in this
CONTEXTUAL PROFESSIONAL DEVELOPMENT
59
study is that teachers be provided concept map job aids to assist them in obtaining the
procedural knowledge required understand the data- collection process and the procedures
necessary to use the data within their planning process.
Declarative knowledge solutions for collaboration. Within the Academies it is
important for teachers to work together as a team at their specific grade level, across many
different physical locations, and vertically within the same school. The research conducted
indicates that collaboration on the topic of data-driven instructional practices does not
occur successfully subsequent to the PD provided. Teachers interviewed do not indicate
that acquiring skills for expertise by learning declarative knowledge about individual
procedural steps (Clark et al., 2008) is occurring during team collaboration. Unfortunately,
meaningful learning should relate new learning to previous experience to encourage active
not passive processing which is not occurring. Providing job aids to team leaders for use
during weekly collaborative meetings will help to establish roles, responsibilities and
goals for collaboration. Additionally, providing training which utilizes teacher studies as
exemplars to practice the procedures of collaboration and use of student data can assist in
the overall improvement of teacher aptitude for data-focused collaboration.
Through the use of credible models employees are able to accomplish learning at
higher levels as the problems which are referenced are relatable and can be perceived as
highly respected (Rueda, 2011). This use of social cognitive theory allows trainers to
challenge teachers with best practices and increase the level of accountability by
comparing current practices to high level performers outside the organization as
exemplary performers. Scott and Palincsar (2006) indicate that social interaction,
cooperative learning, such as collaborative discussions on teaching, can facilitate the
CONTEXTUAL PROFESSIONAL DEVELOPMENT
60
construction of new knowledge. Additionally, during moments of collaboration it becomes
necessary for teacher self-regulation and allows teachers to receive accurate and task-
specific feedback intended to improve performance (Rueda, 2011). Improving teacher
collaboration by providing decision flow diagrams to establish roles, responsibilities and
goals for collaboration specifically during training events will assist in improving
collaborative efforts and the use of student data during collaborative events in the future.
Motivation Recommendations
Introduction. Within Table 8 (displayed below) descriptions of the motivation influences
on teachers having been assessed appear with indications of probable solutions to close
achievement gaps within the Academies. The highest probability occurring influences
upon teachers interviewed were self-efficacy and value motivation to achieve the
Academy goals for the utilization of student data during planning processes for teachers.
This analysis has been validated based on the most frequently mentioned motivational
influences to during semi-structured interviews of teachers and the literature review.
Rueda (2011) suggests that although knowledge of how to do something exists within a
teacher that this does not mean that they want or will do something. Further, Rueda states
that both the beginning and the sustaining of motivation are influenced by internal and
external factors. Each teacher’s motivation within the Academies to utilize student data
within their planning process and eventual teaching is based on these internal and external
factors. These influences provided in Table 8 have a validated probability for achieving
the the Academy’s goal. Table 8 also shows the recommendations for the validated
influences based on theoretical principles.
CONTEXTUAL PROFESSIONAL DEVELOPMENT
61
Table 8 Summary of Motivation Influences and Recommendations
Assumed
Motivation
Influence: Cause,
Need, or Asset*

Validated
Yes, High
Probabilit
y, No
(V, HP, N)
Priori
ty
Yes,
No
(Y, N)
Principle and
Citation
Context-
Specific
Recommendati
on
Teachers need to
increase their value
of the use of data
within the planning
process to improve
instruction.
(Expectancy Value
Theory)
V Y Employees choose
tasks not because
they like the work
but because they
desire the benefits of
the outcome (Clark
& Estes, 2008, p.96).

Solutions for
individuals must
include rationales
about the importance
and utility value of
the task (Pintrich,
2003)

Materials and
activities must be
relevant and useful
to the learners,
connected to their
interests, and based
on real-world tasks
(Pintrich, 2003)

We must train
Teachers to have
documented
success with the
use of student
data which will
develop through
job aids to
explain how
using student
data within
planning has
positively
impacted their
own students
learning. Job
aids will include
exemplars and
usable resources
such as codified
lesson planning
guides
contextualized
and developed
by lead teachers.
Teachers need to feel
good learning about
improving student
achievement through
increased teaching
aptitudes gained
during PD sessions
on student data.
(Mood).

V Y Dialog among teams
must focus on
importance of
content and utility of
related activities to
improve motivation
(Rueda, 2011, p.40)

Employees need to
understand later
utility, keep a
positive mood, see
Principals will
sit in with the
teachers during
an team meeting
and observe.
After each
session
principals will
offer
encouraging
feedback and
provide positive
CONTEXTUAL PROFESSIONAL DEVELOPMENT
62
the process as
trustworthy and fair,
experience the
reduction of
negatives and the
increase of positives,
experience personal
encouragement, and
connect to personal
interests to improve
overall motivation
(Clark & Estes,
2008)

Social interaction,
cooperative learning,
and cognitive
apprenticeships
(such as reciprocal
teaching) facilitate
improvement of
motivation to obtain
new knowledge
(Scott & Palincsar,
2006)

encouragement
on the teacher’s
ability to
collaborate on
data-driven
planning.
Teachers need to feel
confident in applying
the learning strands
on data-driven
instruction to
improve learning for
students (Self-
efficacy).
V Y Learning and
motivation are
enhanced when
learners have
positive expectancies
for success (Pajares,
2006).

Self-efficacy is
increased as
individuals succeed
in a task (Bandura,
1997)
Obtain overall
feedback of the
implementation
of data
utilization
training and
process,
highlight the
positive
development of
skills and
confidence from
teachers having
participated.

Teacher Mood. Throughout the research it was noted that teachers need to maintain a
substantially positive attitude about the task of adapting the data-driven instruction learned
CONTEXTUAL PROFESSIONAL DEVELOPMENT
63
during PD sessions to their lesson planning and instructional processes. Throughout the
literature recommendations occur indicating that a teacher’s overall mood can be
improved surrounding the task and subsequently that the accomplishment of the task and
motivation about the task will be improved. For improvement in motivation on data-driven
instruction being implemented, dialog among teams must first focus on importance of
content and utility of related activities to improve overall motivation (Rueda, 2011).
Employees need to understand later utility, keep a positive mood, and also see the process
as trustworthy and fair while leaders reduce negatives and increase positives surrounding
expectations, in hopes that employees connect to personal interests in an effort to improve
overall motivation (Clark & Estes, 2008). The strategy to encourage the leader's role to
facilitate the learning environment in alignment with research is essential to the
improvement of motivation related to the adoption of the data-driven strategies being
taught within teacher PD sessions.
Social interaction can improve mood when professional learning occurs through
instruction that provides reciprocal teaching (Scott & Palincsar, 2006). Each session must
however provide learner-friendly training materials which are clear and coherent an also
encourage each instructor to model enthusiasm and interest (Schraw & Lehman, 2009)
Each instructor can increase individual learner expectancies by providing them a sense of
control by avoiding competitive structure which assists in the positivity of the learning
environment (Goette el al., 2012). Beyond environmental factors, individual beliefs in
one’s own personal success or failures must also be linked to the level of effort
contributed by each participant rather than natural ability in order to increase motivation
(Anderman & Anderman, 2009). Finally, each instructor leading PD sessions must build
CONTEXTUAL PROFESSIONAL DEVELOPMENT
64
supportive and caring personal relationships in the community of learners whether in
small groups or as a collective whole during each session (Pintrich, 2003).
Expectancy Value. Teachers must need to establish personal value using student data as a
means to the end of improving student performance. Eccles (2006) indicates that each
person has the ability to improve their own self-confidence utilizing a new skill when they
see value in the task or have had prior successes adopting new practices. The aspect of
expecting success helps teachers see the successes of themselves and other teachers within
their own field or grade-level having success using student data in the panning process
which can provide increased student outcomes and further bolster their expectancy value.
According to Clark and Estes (2008) employees who are able to focus on the benefits of
implementing a new strategy and not on the burden of learning or the extra time spent on a
task (such as lesson planning) are able to justify enduring something not liked (data-driven
lesson planning) in order to obtain something we do like such as improved student
achievement. Therefore, it is recommended that the experienced teachers develop job aids
that increases other teachers’ expectancy value of implementing data-focused planning
and articulate within the job aid how this effort has led to improved student achievement.
Expectancy-value is a focus on the outcome for which challenges in learning
motivation is increased due to an employee’s belief in themselves as learners in
accomplishing the expected outcome. (Rueda, 2011). Dale, Pintrich, and Meece; (2009)
articulate that when teachers make specific commitments to accomplish new learning for
their own intellectual benefit or for the benefit of their students, that the effectiveness of
this learning can be increased by developing a known expected outcome focused on their
own ability to accomplish the task. The ideal modeled behavior following learning
CONTEXTUAL PROFESSIONAL DEVELOPMENT
65
sessions is more likely to be adopted if the model has been established through a credible
source (such as current teacher leaders) and if it is contextualized to the current
employment environment (Denler et al., 2009) However this learning must provide
opportunities for learners to check their progress and adjust their learning strategies as
needed (Denler et al., 2009). Once the values of the learning activity are established,
effectiveness can be increased by activating personal interest through opportunities choice
and control and thus increase motivation (Eccles, 2006). Materials and activities must be
contextualized and actually perceived as useful to the learners, ideally based on real-world
tasks, and connecting employees to their own interests to obtain maximum effectiveness
(Pintrich, 2003). Finally, a review of the teacher’s decision to improve must be reviewed
to understand if it can be positioned against distraction and whether teachers can maintain
a high level of commitment over a long period of time linking both motivational attributes
and the cognitive function in learning new skills for the ultimate improvement of the
teacher (Dale, Pintrich, and Meece; 2009).
Organization Recommendations
Introduction. The organizational influences in Table 9 include all assumed organizational
influences and their probability of being validated. Organizational culture impacts work
and change processes (Clark & Estes, 2008). Rueda (2011) added that organizational
structure, policies, practices, and cultural settings and models can influence an
organization’s ability to perform and meet its’ goals. As indicated in Table 9, it is
anticipated that these influences have a high probability of being validated as a
contributing factor towards this promising practice. Table 9 also shows the
recommendations for these influences based on theoretical principles.
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66
Table 9 Summary of Organizational Influences and Recommendations
Assumed Organization
Influence: Cause, Need,
or Asset*

Validated
Yes, High
Probabilit
y, No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation

Context-Specific
Recommendation
Cultural Setting
Influence 1:
Teachers and Heads
of Departments
(HOD) use mis-
aligned resources for
tracking student data
(Cause)
Y Y Organizational
leadership most
effectively
implements
improvement efforts
when employees have
the resources
necessary to facilitate
the change effort
within the
organization. (Clark
and Estes, 2008).
Teacher
meetings will be
facilitated
around a
standard set of
data worksheets
being managed
by the HOD for
consistent
collaboration
and future use in
lesson planning.
Cultural Setting
Influence 2:
Teachers and Heads
of Department
require additional
time to dialog and
prepare for global
changes to
curriculum and
learning targets prior
to lesson planning.
(Processes/Cause)
Y Y Clear and succinct
communication
facilitates change
within an
organization (Lewis,
2011)

Communicate
constantly and
candidly to those
involved about plans
and progress (Clark &
Estes, 2008)
Principals and
district staff will
facilitate time to
allow each
department to
meet and
develop
academic
program models
earlier in the
year and more
frequently.
Cultural Setting
Influence 3:
Teachers need an
environment where
trust exists in the
leader to support
teachers in the
improvement of
teaching practices
resulting from the
utilization of student
data. The prescribed
improvement must
address failures and
look towards unified
Y Y Organizational
performance
increases and trust is
increased when
managers and staff
openly communicate
about expectations for
improvement with
timely feedback
supporting failure
towards success.
(Clark & Estes, 2008)

Top management
must be continually
Principals will
facilitate training
on the use of
data and the
live-time
processing of
student data sets
practicing
improvement
plan
development
under
supervision
moving towards
mastery
CONTEXTUAL PROFESSIONAL DEVELOPMENT
67
collegial
improvement.
(Cause)
involved in the
improvement process
(Clark & Estes,
2008).
followed by
collective
feedback per
each training
event.

Cultural Model
Influence 1: Trainers
should work to help
improve the quality
of teaching among
their teams and
impact their
classroom students
academic aptitude
through the use of
data-driven PD and
subsequent lesson
planning.

Y Y Professional
accountability is built
on the assumption
that teachers possess
sufficient expertise to
improve student
learning (Stecher &
Kirby, 2004).

Organizational
culture is
created through
shared
experience, shared
learning and stability
of membership. It is
something that has
been learned. It
cannot be imposed
(Schein, 2004)
Have a clear vision,
goals, and ways to
measure progress
(Clark & Estes,
2008).

Clark and Estes
(2008) also found that
organizational
effectiveness
increases when
leaders monitor and
evaluate the
effectiveness of all
aspects of their
organization and use
valid and reliable data
to drive decision-
Teacher trainers
are evaluated
regularly by
teachers
following
training where
the results are
shared with the
data- team at
each school.
CONTEXTUAL PROFESSIONAL DEVELOPMENT
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making.

Cultural settings. Numerous influences are presumed to affect the Academies PD events;
the most notable cultural setting influence is the teachers need to provide timely feedback
at the end of each PD event. Clark and Estes (2008) found that organizational
effectiveness increases when leaders monitor and evaluate the effectiveness of all aspects
of their organization and use valid and reliable data to drive decision-making. Thus
HOD’s and teacher trainers must develop and adopt a series of feedback tools to allow
regular and timely feedback from each event separately.
Teachers require training on differentiated levels of analysis within student data
sets in order to improve student achievement within the Academies. Cultural settings
provide for environmental conditions which provide tangible aspects of an organization
like policies and processes (Gallimore & Goldenberg, 2001). Large-scale change which
utilizes feedback to determine if improvement is happening as Waters, Marzano and
McNulty (2003) found that observing performance aligned with improving learning
outcomes. Kluger & DeNisi (1996) found that for feedback to be effective, it should be
timely, concrete and goal-focused. As a result of these theories it appears clear that the
timely gathering of feedback can and should impact the cultural settings supporting
teacher development of data-driven instructional practices.
Cultural models. The quality of teacher training is noted as a leading organizational
influence leading to improvement of teacher performance. Gallimore and Goldenberg
(2001) describe cultural models as mental schema on how things work, or perceptions of
how they should work. Trainers require regular feedback to analyze areas where training
CONTEXTUAL PROFESSIONAL DEVELOPMENT
69
does not materialize in an improved teacher preparation program leading towards
improved student learning. Clark & Estes (2008) explain that in order to address
organizational barriers in a specific context, the group needs to know why it is important
to change it. Thus teachers who do not receive quality instruction need to believe in the
cultural model at the Academies. This can be accomplished through an established process
for developing high quality PD which leads to improved teacher preparation leading to the
advancement of student achievement.
The cultural model within the Academies should be one of constant improvement
leading to higher quality and should not be static (Rueda, 2011). Sirkin, et al., (2005),
notes that such effort requires organizations not only to provide the highest quality
resources for training, yet also to adhere to a set of standards of improvement. However
high quality resources are not sufficient, Colquitt, Scott and LePine (2007) found that
organizations with high levels of cultural trust tend to produce high quality products and
services at less cost because they can recruit and retain highly motivated employees. If the
Academies are improving the quality of PD trainers then subsequent trust and employee
motivation will follow. Schein (2004) discussed that organizational culture is created
through shared experience, shared learning and stability of membership which
consequently indicates that the process of sharing the experience of PD develops an actual
cultural model of improvement within the Academies. However, in the case of ineffective
teacher trainers a barrier exists which must be addressed by uncovering evidence that
indicates there is a problem, determining the conditions that allowed this barrier arise and
determining what change is needed (Clark & Estes, 2008). Fortunately, employees who
enjoy a high-quality work environment do their work correctly, make decisions, take risks,
CONTEXTUAL PROFESSIONAL DEVELOPMENT
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innovate, embrace the organization’s mission and values, and display organizational
citizenship behavior through a foundational trust which can be established within the
Academies.
In summary the recommendations for the organization as well as an evaluation
plan in alignment with Kirkpatrick & Kirkpatrick (2016) literature has been provided. The
recommendations section has summarized the knowledge, motivation, and organizational
influences which are influencing the Academies ability to meet its goals related to
contextual PD. Specific tables have been provided along with narratives to present
recommendations for improvement leading to goal attainment in each section. It is the
belief of the researcher that the improvement of knowledge, motivation and organizational
influences have a high probability of obtaining the stakeholders goals. The integrated
implementation and evaluation plan (Appendix F) fully articulate the roadmap for
improvement for the Academies in alignment with the New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016).
Conclusion
The implications in this study are noteworthy as teacher utilization of contextual PD can
improve student outcomes. The gap analysis was performed using Clark and Estes’ (2008)
framework, which categorizes performance gaps into three categories: knowledge,
motivation, and organizational influence.
The research indicated that the Academies can address the areas of knowledge,
motivation and organizational influence related to contextual PD training in an effort to
improve teacher performance. The knowledge results examined in this study indicate that
interviewee’s general knowledge about data-driven instruction does not align to district
CONTEXTUAL PROFESSIONAL DEVELOPMENT
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goals which will need to be addressed to make the connections clearer to teaching staff.
Overall discussions about data and concepts around data are being discussed however no
formal definition for the “data” term was discussed in the document reviewed. Further it
appears that the information necessary to analyze and implement the assessment tool
utilized by the Academies (MAP) is not clearly recalled by teachers leading to a need to
further improve methods for information dissemination. The planning process which
teachers were trained in incorporates student data into the planning cycle which combines
with the team interactions across the elementary school and beyond general use of data,
several teachers interviewed indicated they understood procedures for planning with the
use of data. More specifically however, teachers did not at times understand the
procedures necessary during collaborative trainings or team-time to facilitate a productive
conversation leading to the team utilization of data tools discussed in previous PD.
Additionally, they could not indicate a team focus for unified improvement of specific
academic strands. The Academies will need to develop team utilization protocols to
address this issue even towards the strand level of data dissection. Overall there is a belief
that similar conversations about data are not happening in other schools creating
competition between schools related to who does and does not utilize the data trainings
provided. This development of unnecessary competition will need to be addressed for
knowledge improvement across all schools. Finally, the overall a lack of self-awareness of
teaching strategies towards PD expectations is missing in some teachers, particularly with
new teachers leading to a lack of understanding of key aptitudes for teaching
effectiveness. All teachers should be able to self-reflect and identify areas of misalignment
to standards for continued improvement.
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In the area of motivation, few teachers indicated a high value for their data within
their planning process indicating that the majority of teachers do not desire the use of data
for their instructional planning process. With the increase of motivation to use the data, it
is anticipated that effectiveness of planning with data utilization will improve. The overall
perception of teacher professional development at the Academies is below average and
teachers either think that the PD is not adequate or that the time allowed is not adequate to
truly implement the training with the necessary levels of fidelity. When further questions
were asked of teachers about data-driven instruction the majority indicated PD is not
enjoyable and at times can even seem boring. If the Academies are able to improve the
perception of adequacy of training and enjoyment of the training, increased acceptance of
the training may occur. Reviews of PD outcomes indicated that little time was allocated
within the PD session to receive just-in-time feedback from participants on progress
during sessions and that teachers were not extensively encouraged to dialog and self-
identify with data-focused lesson planning. Improved timing and teacher self-reflection
will lead to improved outcomes. When teachers left PD there was not a collective
encouragement by teachers that good work had been accomplished, nor did they believe
they were on a positive pathway to improving classroom instruction. This response
indicated an overall mood of those interviewed of boredom or frustration with the session
technology and overall content leaving much room for improvement. Improving the
encouragement to teachers and mood during the event will further motivate teachers to
adopt curricular supports being taught within the PD session.
Related to organizational influences, it appears that data-driven PD instruction is
being supported within the Academies and the departments appear to have the resources
CONTEXTUAL PROFESSIONAL DEVELOPMENT
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needed to implement the improvements in knowledge. Teachers interviewed indicated
within the Academies the PD process across multiple grade levels occurs with different
sets of data and different training for separate groups often occurs does align which causes
problems. The Academies need to facilitate clear processes for developing PD topics
aligned to a unified set of data. Five of the teachers surveyed indicated Heads of
Departments (HOD’s) require additional time to dialog and prepare for global changes to
curriculum and learning targets prior to prepping with teachers on lesson planning which
should be addressed throughout the Academies. Overall when lesson plans were reviewed
inconsistencies did exist regarding the depth of description for each lesson, particularly
related to incorporating data-driven instruction following PD. Within classroom
observation it appeared in 6 cases that teachers were pacing instruction according to a
similar pacing guide. However, leaders appear to trust teachers to do what is right for
instructional purposes even if lesson plans submitted do not display highly detailed
instructions. Teachers indicate disbelief in their PD leader’s ability to improve the quality
of teaching among their teams, clear selection evaluation of PD trainers will address this
issue. Within PD notes it is evident that specific lessons were expected to target geometry
and literacy efforts to improve student data outcomes. Yet subsequent lessons reviewed
did not indicate actual lessons built around these topics following the PD session
indicating a need to monitor implementation of PD topics discussed. Finally, within the
Academies it appears that planners associated with data PD may lack the communication
skills to implement new initiatives effectively. The implementation and evaluation plan
suggested is intended to serve as the roadmap to close the knowledge, motivation and
CONTEXTUAL PROFESSIONAL DEVELOPMENT
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organization gaps and assist the Academies in achieving its professional development
goals.

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Appendix A: Participating Stakeholders for Interview, and Observation
The stakeholder population of focus is the elementary teaching staff at the
Academies. These stakeholders are responsible for the day to day operations of the
classroom, the review of student data within their classroom, the care and education of the
student. The selection of this stakeholder population is due to the impact they have on the
students enrolled in the Academies (Freeman & Brown, 2008). Participants from this
population are selected based on specific criteria.
Criterion 1. Employed at the Academies. Participants are selected using
convenience sampling. For this study participants must be employees of the Academies to
participate in interviews so they have a similar occupation one to another (Krueger &
Casey, 2009).
Criterion 2. Employed Full Time. Employees selected to participate in the study
must be full time. Participants who are full-time spend more time at the Academies and
are more involved with day to day activities and routines with students than part-time
staff.
Criterion 3. Three years of experience working with elementary age children.
Teaching staff must have three years of experience working with elementary aged children
to ensure the responses for the study are rich in context. The staff members with three or
more year of experience have a depth of knowledge and have a deeper understanding of
the policy and procedures of the Academies
Sampling
According to Creswell (2014), the results obtained through sampling provide the
ability to draw inferences to an identified population. The population sampled to evaluate
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the degree to which the Academies are improving teacher professional development to
achieve its goal are current teachers within it’s elementary school who are actively
engaged in improving student achievement. Purposeful sampling is defined by Merriam
and Tisdell (2016) in which the researcher seeks to, discover, understand, and gain insight
and therefore must select a sample from which the most can be learned. The researcher
will utilize his professional experience during the research approach to identify gaps in the
utilization of student data as well as knowledge, motivation, and organizational structures
contributing to the success, or lack of success, of the Academies.
The sampling approach to be used in selecting survey participants will be the
proportional stratified sample. Like the example provided by Johnson & Christensen
(2017), the proportional stratified sample enables the researcher the ability to obtain
qualitative samples gathered from different levels of the population being studied. Strata
in this case shall be identified as elementary, middle, and high school teachers. Separately
a second strata will be identified as core-content and non-core content teachers. Through
this method of sampling the researcher will ensure appropriate respondents are selected to
participate in the surveying and data collection to further inform the research. For this
study, the researcher will use the population of teachers working on one campus ranging
from grade one through grade five to establish knowledge, motivation and organizational
influences of the the Academy staff.
Krueger & Casey (2009) state that within the focus group, homogeneity should be
identified within any given sample population with sufficient variation among participants
to allow contrasting opinions. Utilizing the stratified random sampling method will allow
the researcher to seek differences and commonalities for teachers receiving data-driven
CONTEXTUAL PROFESSIONAL DEVELOPMENT
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PD and those teachers not receiving data-driven PD. This sampling method will allow
randomization while still recognizing the similar nature of teacher assignments to a
specific population of students. The criterion to be used when selecting sample teacher
participants to collect PD data will consist of the following elements: the teacher is
currently in good standing for employment; the teacher is not a first year teacher; the
teacher participated in the general PD sessions being evaluated; the teacher is a core
content teacher. Furthermore, the recruiting for survey respondents will consist of the
identification of those teachers most needed to best inform the research question. Merriam
& Tisdell (2016) articulate that when the researcher hears similar statements within
interviews that the researcher has in fact reached the point of saturation during the
recruitment process.
While focusing on the research question, the researcher will collect detailed
information from both female and male teachers of different backgrounds to support the
research. To recruit teachers, the researcher will contact the Academies school site
principals, informing them of this research and seek their support of the project. Once
their support has been received, the researcher will reach out to the facility to further
explain the research and seek assistance in identifying teachers meeting the criteria. Once
a cohort of teachers has been selected, teachers will be randomly separated into those
receiving PD focused upon student data and those not receiving the PD. The Academies
PD program will be evaluated to understand the knowledge, motivation or organization
gaps in the program and the associated benefits, or lack of benefit, of teachers utilizing
context based student-data during PD sessions.
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Through this sampling, the researcher seeks to evaluate the degree to which the
Academies are achieving its goal of improving teacher PD. The researcher will focus on
the data to support the impact of the PD as well as knowledge transfer, motivational
factors and organizational influences related to achieving the organizational goals. The
researcher will focus on the McEwan and McEwan (3003) methods which encourage the
researcher to focus on understanding whether an intervention is working (being the causal
question) just exactly how the intervention is working (being the process question) and
whether it is cost effective to continue the intervention.

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Appendix B: Interview Protocols
Research Question #1: To what extent is the organization meeting its goal of improving
teacher’s aptitude interpreting and utilizing student data to improve instruction?
1.) How would you describe your planning process for your student’s academic
needs?
a. Probe: How do you incorporate student data into this planning cycle?
2.) Tell me about a typical interaction between your team as you plan for student
learning?
a. Probe: describe for me when if/when student data enters this conversation?
3.) Tell me about the use of student data within the elementary school as a whole?
Research Question #2: What are teacher’s knowledge and motivation related to using
student data to improve instruction??
4.) Tell me about professional development within the Academies in a typical
semester?
5.) As you think about this last PD session, how, if at all, did it impact your classroom
instruction in the weeks following the training event?
6.) Tell me about your experience with using student data during PD events?
7.) How do you define student data and it’s usage within the elementary?
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Research Question #3: What are teachers’ perceptions regarding whether or not (or the
degree to which) current PD utilizing student data provides added knowledge and skill to
their teaching that impacts students in their classrooms?
8.) How would you describe the recent training on using student data?
9.) Following the PD session on using student data, how would you describe your
utilization of the PD learning following the event if at all?
10.) When looking at the school-wide culture on the use or lack of use of student data
directing instruction, how would you describe the school?
11.) In the last week how have your students experienced a difference in your
instruction, if at all, following the PD session.
12.) Would you describe your feelings about student data before and after the
Professional Development session?

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Appendix C: Credibility and Trustworthiness
Throughout society, research is intended to produce reliable information which is obtained
in a valid and ethical manner (Merriam & Tisdell, 2016). Qualitative research credibility is
developed by the strategies chosen to establish the authenticity a study, these strategies
should be based on worldviews and philosophical assumptions (Merriam & Tisdell, 2016).
It is the pursuit of this research to ensure validity occurs through reliable research design
including internal validity and credibility which is reliable and consistent with actual
practice and which can be transferred externally for validation.
Strategies for promoting credibility shall include triangulation, respondent
validation, critical self-reflection of the researcher, peer review, a detailed trail of
procedures, and contextual descriptions in the findings (Merriam & Tisdell, 2016).
Triangulation shall occur through the use of multiple investigators other than the
researcher for data collection, each of whom have been IRB approved and are internally
familiar with the inner-functionality of the Academies. As these multiple investigators
corroborate findings, data collection methodologies will be aligned to confirm emerging
findings. After the findings have been compiled, samples of participants will randomly
review the tentative findings to inquire as to the plausibility of the findings and
discrepancies outside of a standard norm will be eliminated. During this process of data
collection, the researcher himself will review personal biases and assumptions prior to
reviewing the findings to establish as clear a baseline as possible considering the extensive
history related to the topic. Following the development of the findings, discussions with
colleagues inside and outside of the organization shall occur to determine that adequate
time has transpired in the collection of the data, and that the process of the study was
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implemented to fidelity in congruence with the findings. Through this process, a detailed
procedural review shall additionally occur to confirm the audit trail of findings for validly
sake. All concluding findings will be developed with enough description to contextualize
the study in a manner that is reasonable to common understanding, and such that readers
can review the findings for comparability to their own related situations.

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Appendix D: Validity and Reliability
The goal of measurement is to understand information about key concepts from
valid and reliable data so as to direct future business decisions (Creswell, 2008). Reliable
measures are defined as those that repeatedly provide a response that is consistent
(Salkind, 2017). Various methods to establish reliability have been reviewed, but due to
the limitations of time specific actions are limited in scope. Reliability will however be
established in the design of the PD and the questions (Appendix A). To improve
reliability, the same instructor will facilitate the PD courses on student data-driven
instruction at multiple schools within the same day in an effort to reduce training
inequities. Additional reliability measures have been implemented through question
development in an effort to increase reliability by asking similar (not exact) content to
correlate the span of answers across the protocols. Actual questions in the interview
following the PD session are specifically developed to probe for reliable answers for each
question which are clear to the participant (Creswell, 2008). Interviews will also be
presented with standard instructions which are clear to respondents in an effort to
eliminate confusion within the process. All questions will have a moderate level of ease
for respondents and also efforts will be made to reduce external effects of
timing/calendar/distractions (Salkind, 2017).
Validity is defined as a property of an assessment tool which shows that the tool
does what it says it is intending to accomplish (Salkind, 2017). Validity for the Academies
research began during the initial review of concept frames through the initial problem
solving group sessions with stakeholders as feedback and rework occurred during these
sessions to meet more directly the concept frame’s intended outcomes. Over a long
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duration of nearly 20 months, data-driven PD has been the exclusive focus of qualitative
research planning in an attempt to correlate the Academies’ needs against research efforts
to confirm methods are measuring topics which are intended. Content validity has
additionally been established through collaborative efforts with content experts (Salkind,
2017). Within the actual protocols, those individuals are unable to provide a response will
be prompted later in the observation to reconsider the prompt in an effort to reduce non-
responder bias (Creswell, 2008).
Research to address the needs of the Academies strategic improvement of PD will
greatly benefit from the development of both qualitative methods. Through the use of the
prompts developed collaboratively, it is believed that appropriate numbers of teachers will
participate as respondents so as to clearly identify strategic areas for improvement within
the Academies. A consistent focus on reliability and validity within the protocols as well
as in-depth interpretation and collaborative discussion of the data with teacher and
principals can lead to highly impactful research which can set the direction for the
academies in the months and years to come.

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Appendix E: Ethics
Within the research capacity, the researcher must bear the full responsibility to
ensure that the research does not injure the humans of whom they are including within the
research (Glesne, 2011). Within the realm of their subjects, ethical research necessitates an
awareness of the safety, dignity, and privacy of the persons with whom researchers
connecting (Glesne, 2011). Full efforts will be made to provide participants sufficient
information to make informed decisions about participating in the study and provide the
choice to participants allowing the subjects the ability to withdraw at any point within the
study without penalty. Participants will additionally be provided with information
describing the possible impacts of the choices, and despite the researcher’s best efforts,
that recognition may not be possible or that a subject’s anonymity may be compromised in
some instances. Researchers will obtain informed consent in writing in advance from
subjects, allowing each to indicate their interests which might impact the research and
noting the dynamic and continuous nature of consent necessitating ongoing contact with
the researcher. Confidentiality of the data will be maintained through limited access by
locked archiving and data destruction following compilation. Permission to record
subjects will be obtained prior to the compilation of data, while also reminding the
subjects from time to time of the presence of the recorder to assuage any forgetfulness
within the research environment (Rubin & Rubin, 2012). Data will be stored within
secured storage locations for confidentiality purposes.
The relationship of the researcher to the stakeholders is one of superiority but not
of supervision due to the organizational structure of the Academies. The researcher will
inform the subjects and their respective supervisor that comments, data, materials,
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recordings, artifacts, and any other items collected from the individuals participating in the
study cannot be reviewed by the supervisor or used for evaluative purposes. This and other
efforts will be made to reduce any perception of the pressure to participate in the study
while also minimizing the impacts of long-term questioning which can lead to an overly
critical concern over one’s own working environment (Merriam & Tisdell, 2016). For
transparency sake it should be noted that the success of the research may assist the
researcher in future employment responsibilities as results may be used to modify the
strategic decisions related to PD and its effectiveness. Data collection will occur through
an Jr. staff member and an external retired administrator thus eliminated any power
dynamic which may be perceived by teachers. At no time during the research will the
researcher enter the classroom of the teachers participating in the study with any
responsibility other than for the purpose of research, further reducing any confusion as to
the current role of the researcher. Questions within the study will be pre-developed and
independently reviewed in an effort to make sure the subject matter of the question or the
line of questing does not become too intrusive for the level of relationship which may
make the subject feel uncomfortable (Rubin & Rubin, 2012).
It is recognized that the researcher facilitates the role of senior manager over the
Academies which allows the researcher notable access to data and information which
globally may contribute to selective bias towards the deficiencies of the Academies.
Furthermore, the researcher recognizes the privilege afforded to himself to work and train
within high quality institutions creating a bias towards lesser trained or privileged
teachers. The researcher will continually reflect, journal, and modify behaviors to support
these efforts of bias reduction. Efforts will be made by the researcher to minimize strong
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statements within the interview process such that political, religious or other beliefs would
be conveyed during the interview (Rubin & Rubin, 2012).
Appendix F: Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework. The New World Kirkpatrick Model was
used
to create an integrated implementation and evaluation plan for this study (Kirkpatrick &
Kirkpatrick, 2016). The model provides the four original levels of evaluation and upends
them to examine results first, then behavior, then learning, and then reaction. Level four in
this case aligns training efforts to an organization’s goals and tracks targeted outcomes
using leading indicators (Kirkpatrick & Kirkpatrick, 2016). Within level three, the
organization examines how individuals transfer learning within the context of the
workplace. Level two examines the degree of knowledge and skills followed by level one
which measures the reaction of participants.
Organizational Purpose, Need and Expectations
The Academy's goal is to develop and retain teachers through PD, specifically the
utilization of student-data related PD. The Academies’ long-term goal is to see PD
increase in perceived and actual value to teachers throughout a full academic year of
improvement as evaluated by teachers’ perceived and actual academic value. The belief is
that this goal supports the Academies mission to develop students in the character traits
such as honesty, integrity and responsible behavior necessary in life while committing to
teach students within a healthy, safe and caring environment. Within the Academies exists
two PD specific goals;
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Academy Goal #1. Through the end of the year survey of classroom teachers (non-
specials related) 25% more teachers surveyed at the end of the academic semester will
indicate having received contextual PD.
Academy Goal #2. Teacher (non-specials related) utilization of contextual
knowledge received (and utilized) through PD during the 10 days following successful
completion of PD will increase 10%.
Through these PD improvement measures it is believed at the Academies that
increases in teacher satisfaction, utilization of student data, and participation of teacher-
leaders in the development of PD will inspire teachers to higher levels of professional
practice and job satisfaction.
Re-look at the purpose of the project and questions
The Academies focus on improving teacher performance through PD has become
an essential component of meeting student achievement growth goals. Fostering teacher
interpersonal connections to organizational teams and team goals through PD has become
essential for the successful accomplishment of global organizational goals. Current
Academy goals mandate the utilization of student data to improve instruction and provides
training on aspects of student data, yet goals do not push to analyze the effectiveness of
teacher connections to PD. Specifically, the Academies do not evaluate the
contextualization of PD through while using teacher’s own classroom student data. This
evaluation of PD has been intended to determine whether connections are being made
between trainers and teachers following training sessions on data-driven PD.
Subsequently, the purpose of the research has been to indicate if the contextual connection
CONTEXTUAL PROFESSIONAL DEVELOPMENT
89
following PD, if present, is affected by the knowledge, motivation, or organizational
culture surrounding teachers within the Academies.
The desired outcomes of the following recommendations for the stakeholder group
studied (teachers) is that the programmatic approach to PD at the Academies should
indicate clear and succinct pathways for future improvements to teacher PD. These
desired outcomes are developed to specifically address the opportunities for improvement
to contextual or otherwise defined as data-driven teacher PD in an effort to improve the
knowledge, motivation and organizational influences upon the stakeholders resulting in
improved performance within the use of student data for planning and teaching purposes.
The proposed solutions for internal outcomes are: 1) increase trainer knowledge about
student usages, impacts, methods of training, and outcome strategies between sessions, 2)
increase PD trainers actual use of PD modules and evaluation tracking of teacher progress,
3) improve quality of contextual training for teacher participants, 4) improve teacher and
instructor groupings, 5) improve teacher support and monitoring teacher progress in PD
programs. The proposed solution for external outcomes is to increase levels of utilization
of contextual PD as received by students within classrooms.
Level 4: Results and Leading Indicators
The following provides the indicators which are used to articulate the behaviors
needed, including separating the undesired outcomes from the Kirkpatrick & Kirkpatrick
(2016) literature. Within Table 10 the preview of the outcomes, metrics, and methods for
internal and external outcomes can be seen. As the Academies pursue this promising
practice the effort of tracking and achieving the internal outcomes are anticipated to
materialize the realization of external outcomes.
CONTEXTUAL PROFESSIONAL DEVELOPMENT
90
Table 10 Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
Internal Outcomes
1. Increased trainer
knowledge about
student usages,
impacts, methods of
training, outcome
strategies between
sessions.
Established learning targets
accomplished.
Regular team trainings
followed by confirmation of
learning progress and
establishment of learning
aids
2. Increase PD trainers
use of PD modules and
evaluation tracking of
teacher progress.
Tracking “hits” or usage of
the tracking system.
Track data from current
teachers processed through
trainings, use data to
articulate key performance
indicators.
3. Improved quality of
contextual training for
teacher participants.
High and low ratings of the
training by teachers.
Obtain feedback from
participants, analyze
outcomes, SWAT analysis of
results leading to
improvement planning
4. Improved teacher
and instructor
groupings.
High and low ratings from
teachers on quality of
groupings
Gather feedback from
teachers on PD trainers and
establish benchmarks for
improved groupings moving
forward.
5. Continued and
improved teacher
support and monitoring
teacher progress in PD
programs
The number of help-desk
requests for teacher PD
Continued implementation of
a system that tracks post PD
event requests from teachers
and analyze type of requests
External Outcomes
1.Increased delivery of
instruction aligned to
contextual PD.
Differentiated instructional
practices leading to increased
MAP results.
Review of instructional
practices indicating
differentiated levels leading
to increases in fall, winter,
spring MAP.
2. Increased usage of
data during lesson
planning.
Rating of those plans
reviewed which indicate
differentiation by data.

CONTEXTUAL PROFESSIONAL DEVELOPMENT
91
Level 3: Behavior
Critical behaviors. The stakeholder group of focus at the Academies are the
teachers responsible to receive PD related to data-driven instruction. The first critical
behavior is that teachers will more frequently choose data-driven PD over other modes of
study. The Academies will provide teachers with the opportunity to choose through a set
of predetermined training modules focused on data-driven instruction. The administration
will further monitor the effectiveness of PD and connect the feedback of teachers to the
performance gaps within the organization. Additionally, PD managers will connect with
teachers who have notably unfavorable feedback to ascertain remedies for the perceived
low quality training experience. The second critical behavior is that teachers must have the
ability to evaluate each training event provided and successfully completed. The specific
metrics, methods, and timing for each of these outcome behaviors appear in Table 11.
Table 11 Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
Increased usage of
PD; Teachers using
the form to request
professional
development
training.
The number of
requests for
professional
development
trainings on data-
driven instruction
increases.
Teachers will submit
the request via the PD
application system.
During the first
90 days
Provide teachers
with a form to
evaluate each
training event
The number of
evaluations of
professional
development
trainings on data-
driven instruction.
Teachers will submit
the evaluation via
email.
During the first
10 days following
PD.
Administration will
evaluate the teacher
responses to gain
insight into poor
performing
evaluations,
Total response
allocations by high,
medium, low
effectiveness
ratings.

Administration will
review the response
allocations and
summarize the
reports following
investigation of low
Following each
PD cycle.
CONTEXTUAL PROFESSIONAL DEVELOPMENT
92
identifying gaps. Responses from
low effectiveness
ratings once
addressed.
responses.

Required drivers. The Administration of the Academies requires feedback
systems to be set-up within the organization to easily ascertain whether the PD being
offered is effective, perceived as effective, or deemed insufficient by participants. While
some external evaluators are contracted to facilitate PD, many PD instructors contribute
additional time within the Academies as part of their normal responsibilities such as a
school principal. Table 12 indicates the recommended drivers to support ideal behaviors
within the group of PD instructors depending on their formal contractual relationship with
the Academies.
Table 12 Required Drivers to Support Critical Behaviors
Method(s) Timing Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
PD Manager submits a
summary of post-PD
survey analytics.
Monthly 1,2,3
PD Manager will facilitate
research on upcoming
trends for improved PD
topics and effectiveness
gathered from outside
exemplary organizations.
On-going 1,3
Job Aid including a
glossary of PD terms for
teachers updated following
each PD session.
On-going 1,2,4
Job Aid website for
internal distribution of
forms and detailed
instructions for
completion.
On-going 1,2
CONTEXTUAL PROFESSIONAL DEVELOPMENT
93
Encouraging
PD Manager will provide
Academies admin. noted
successful candidates
represented by high
satisfaction of teacher
feedback reports.

Facilitated collaboration
between instructors and
HOD’s during PD events
On-going 3
Rewarding
Public Acknowledgement
during keynote address of
successful improvements
to PD process
On-going 4
Increased contract pay for
highest effective PD
leaders
On-going 4
Monitoring
Administration follow-up
will occur aligned to the
guidelines.
On-going 1,2,3

Organizational support. The Administration of the Academies will be dedicated
to monitoring the initiatives being implemented and which contribute to a high level of
support to their implementation. The manager of PD will initially develop a monitoring
report which summarizes all critical outcomes of PD efforts by participants and the drivers
necessary to facilitate a highly effective program. Beyond the initial PD initiatives review,
Administration will describe the PD documents, trainings, terms, and worksheets
associated with PD efforts and will connect with teachers regarding the utility value of the
tools provided.
Level 2: Learning
Learning goals. After the Administration facilitates the recommended solutions,
the stakeholders will be able to;
CONTEXTUAL PROFESSIONAL DEVELOPMENT
94
1. Recall the terminologies surrounding data and contextual professional
development. (P)
2. Recall how to access the web-based resources detailing the use of student data for
lesson planning and student differentiation. (P)
3. Correctly identify which tools should be utilized to collaborate and co-develop
teaching strategies for improved contextualization of lesson plans. (P)
4. Correctly identify collaborative tools that should be utilized to facilitate
conversations with HOD’s and principals related to data and planning for
instruction using data. (P)
5. Provide feedback and self-reflect on whether as a teacher he/she can apply data-
driven strategies independently throughout the year. (Confidence)
6. Develop plans leading to the improvement of student learning and implementation
strategies following the training, reviewed during quarterly PD leader trainings. (P)
7. Indicate confidence of self-evaluating PD related progress. (Self-efficacy)
8. Indicate confidence in utilizing lesson planning, team collaboration, and
differentiation strategies following PD . (Self-efficacy)
9. Value the concept and long-term timelines of implementation of data-driven
planning and teaching strategies. (Value)
10. Share self-reflections as teachers indicating a level of confidence from learned
trainings. (Value)
Program. The previous section indicates the learning goals which will be
achieved with a PD program that supports the contextualized approach teacher learning at
the Academies. Teacher, as the primary stakeholder group, will be provided with a variety
CONTEXTUAL PROFESSIONAL DEVELOPMENT
95
of tools and in-service trainings to help the Academies reach its primary goal of improving
the utilization of contextual PD. It is recommended that trainings which consist of guided
practice in a live-time environment, peer collaboration, and printed supplemental materials
will facilitate the accomplishment of the Academies performance goal.
During in-service PD opportunities, teachers should be provided with a job aid that
includes the descriptions of data sources, functions of data sets being utilized, and
accessibility guidelines to improve the transfer of learning. A job aid should be provided
to support teachers that includes step-by-step instructions for each system that is included
in the professional development trainings. Professional development trainings should
include a time where learners shall be provided with the opportunity to practice using the
systems and should be observed by training staff as well as receive feedback from peers.
Prior to developing new PD, during the actual event, and following the delivery of PD
feedback must be solicited to facilitate the quality improvement of trainings within the
time prescribed in the recommended solutions section.
Components of learning. Throughout the evaluation it is imperative to evaluate
learning for declarative, procedural, and metacognitive solutions. It is important that
learners are substantially confident in the topics of PD to facilitate quality improvements
in student learning following the PD sessions as intended. Table 13 lists the evaluation
methods and timing for the aforementioned components of learning.
Table 13 Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks through paired
activities and discussions with other
training participants and the expert trainer.
Throughout the required training sessions
Knowledge checks indicating levels of Throughout the required training sessions
CONTEXTUAL PROFESSIONAL DEVELOPMENT
96
competencies on data collection,
interpretation, and facilitated usage.
Post-PD self-declarative journal on
learnings and takeaways.
After the in-service professional
development training.
Procedural Skills “I can do it right
now.”

During the peer to peer activity, learners
will demonstrate their ability to perform
the skill/s.
During the training.
Feedback received from peer during the
peer to peer activity.
During the training.
Demonstrate without the use of job aids
how to successfully access student data
systems for student testing and data
review.
After the conclusion of the professional
development training.
Demonstrate analyzing data against
standard student leveled norms followed
by student data goals worksheets uploaded
as “exit ticket”.
After the conclusion of the professional
development training.
Submission of a whole class strategy plan
for individual student plans.
After the conclusion of the professional
development training.
Attitude “I believe this is worthwhile.”
Discussion of the learners value of the
tasks.
During in-service professional
development trainings.
Facilitators observations of participants
involvement in training discussions.
During in-service professional
development trainings.
Retrospective pre- and post-test
assessment items.
After the in-service professional
development training.
Confidence “I think I can do it on the
job.”

Discussions following practice and
feedback.
During the training.
Post training and reflection. After the training.
Commitment “I will do it on the job.”
Create individual action plans for
participants.
During in-service professional
development trainings.
Retrospective pre- and post-test
assessment items.
After in-service professional development
training.

Level 1: Reaction
CONTEXTUAL PROFESSIONAL DEVELOPMENT
97
Level One measures the actual skills of the learner as described in Kirkpatrick’s
New World Model (Kirkpatrick, J. W. & Kirkpatrick, W., 2016a). Throughout this stage it
is necessary that the evaluation considers actual skills which are needed to impart the
knowledge and skills necessary to improve job performance (Kirkpatrick, J. W. &
Kirkpatrick, W., 2016a). Ultimately it is necessary to articulate the focus the efforts of the
training facilitated within Level 1. In Table 14, the components to reflect the
methods/tools and appropriate timings to measure reactions to the program.
Table 14 Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Observations by Director of PD or site-
based administrator.
During professional development training.
Levels of Attendance During professional development
training.
Training evaluation Immediately following professional
development training.
Relevance
Intermittent connections with teachers
during discussions.
During professional development training.
Training evaluation Immediately following professional
development training.
Learner Satisfaction
Intermittent connections with teachers
during discussions.
During professional development training.
Training evaluation Two weeks after the course.

Evaluation Tools
The evaluation of the effectiveness of Kirkpatrick’s New World Model for
teachers participating in the Academies’ PD efforts to contextualized training will be
utilizing a Paper Participant Survey to be completed post-training. The evaluation tool
CONTEXTUAL PROFESSIONAL DEVELOPMENT
98
will allow the Academies to conduct a immediate evaluation of the training participants to
understand the impact of the training.
Immediately following the program implementation. During the PD each
trainer will collect data to ascertain various levels of engagement relating to the training
materials. The trainer will individually administer an evaluation tool to record data about
teacher’s perceptions relating to the material and towards actual job performance.
Individual check-ins will transpire during the training to determine the acceptability and
relevance of training to teachers. Teachers will have frequent checks for Level 2
evaluation to help understand the accuracy of the information being taught as related
actual real-life teaching experiences, thus improving reliability.
Delayed for a period after the program implementation. Immediately
following the PD and two weeks after the training, administrators will facilitate electronic
surveys with scaled items using the Kirkland and Kirkland (2016) model. The approach to
measure participants relevance and satisfaction of Level 1 training will include evaluation
of procedural skills, attitude, and confidence applying their training. Surveys will also
evaluate teachers utilization of the student data systems and resources for contextual
lesson planning and differentiation process.
Data Analysis and Reporting
The Level 4 accomplishment of teachers should be measured by the frequency of
the use of collaborative tools during monthly collaboration meetings with HOD’s and
teams as well as through the evaluation of lesson planning. After each training it is also
necessary for the PD trainer to track the evaluation components and facilitate a summary
report of findings to the director of PD and related administrators. The summary report
CONTEXTUAL PROFESSIONAL DEVELOPMENT
99
shall include expected long-term outcomes, areas for anticipated immediate improvements
moving towards goal attainment, and future plans of improvement.
Summary
The overall purpose of this evaluation is to determine the degree to which
contextual PD at the Academies is meeting its goal to improve data-driven lesson planning
and subsequent differentiation of instruction. The New World Kirkpatrick Model will be
used to implement the recommendations suggested in this chapter. It is anticipated that
model will assist the organization in maintaining the four levels of evaluation as suggested
by Kirkpatrick and Kirkpatrick (2016).
Evaluation of Level 4 will measure specific internal and external outcomes of the
Academies. It is anticipated that facilitation of Level 4 will increase transparency with the
organization in completing efforts to improve teachers job performance. The
Superintendent will articulate necessary results to the board and relevant stakeholders.
Utilization of Level 3 is intended to facilitate the Academies program which evaluates
critical behaviors necessary to affect the teachers implementation of contextual PD.
Academy leadership is able to respond to data and surveys to allow for mid-course
corrections should PD reviews articulate a lack of effectiveness. Providing job aids will
improve teacher’s knowledge of collaborative tools and the administrators awareness of
teachers needs.
Declarative knowledge that teachers possess for a more efficient Level 2 will help
build teachers’ skills by connecting to their prior knowledge aided with with the creation
of learning goals. The process of creating learning objectives will ensure that the
Academies are aware of teachers prior knowledge and build a plan based upon
CONTEXTUAL PROFESSIONAL DEVELOPMENT
100
foundational understanding of related factors. Requesting feedback during and after
training as well as facilitating intermittent strategic dialog during trainings will provide
PD will allow leaders to differentiate instructional strategies during PD offerings to meet
the needs of teachers. Additionally, just-in-time dialog with teachers allows for feedback
which may influence subsequent PD sessions.
The facilitation of Level 1 will measure the reactions of the teachers following
trainings. The Academies requirement to evaluate training during and following training
aids in understanding content relevance and learner satisfaction. After reviewing
evaluation tools post PD the Academies will be able to ascertain levels the knowledge,
motivation, and organizational influences that affect the organization’s goals to improve
contextual PD for this generation of teachers leading towards improved student
achievement.

CONTEXTUAL PROFESSIONAL DEVELOPMENT
101
Appendix G: February 27
th
, 2018 Professional Development Notes

CONTEXTUAL PROFESSIONAL DEVELOPMENT
102
February 27
th
, 2018 Professional Development Notes Continued…

CONTEXTUAL PROFESSIONAL DEVELOPMENT
103
February 27
th
, 2018 Professional Development Notes Continued…

CONTEXTUAL PROFESSIONAL DEVELOPMENT
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February 27
th
, 2018 Professional Development Notes Continued…

CONTEXTUAL PROFESSIONAL DEVELOPMENT
105
February 27
th
, 2018 Professional Development Notes Continued…

CONTEXTUAL PROFESSIONAL DEVELOPMENT
106
February 27
th
, 2018 Professional Development Notes Continued…

CONTEXTUAL PROFESSIONAL DEVELOPMENT
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February 27
th
, 2018 Professional Development Notes Continued…

CONTEXTUAL PROFESSIONAL DEVELOPMENT
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Appendix H: Summary of Annualized Measures of Academic Progress 2017

CONTEXTUAL PROFESSIONAL DEVELOPMENT
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Summary of Annualized Measures of Academic Progress 2017 (redacted)

CONTEXTUAL PROFESSIONAL DEVELOPMENT
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Summary of Annualized Measures of Academic Progress 2017 (redacted)

CONTEXTUAL PROFESSIONAL DEVELOPMENT
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Abstract (if available)

Abstract This study explored a performance gap in contextual (data-driven) professional development implementation in K-12 school environments. The purpose of the study was to analyze factors that contributed to the performance gap and present solutions that qualitatively increase professional development implementation. The project used several knowledge, motivation, and organizational change theories within the framework of Clark and Estes’ (2008) gap analysis. Using qualitative data collection, classroom observation, and document analysis, the study found that the employees were lacking in key knowledge, motivation and organizational supports to fully implement the contextual professional development provided. These gaps were then used to present strategies to bridge the performance gaps.

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Asset Metadata

Creator Neal, Mathew F. (author)

Core Title An evaluation study: quality contextual professional development

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 08/09/2018

Defense Date 05/10/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Clark and Estes,contextual PD,data-driven professional development,K-12,KMO,OAI-PMH Harvest,organizational change,professional development,qualitative study

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Mora-Flores, Eugenia (committee chair), Kaplan, Sandra (committee member), Tardibuono, Joan (committee member)

Creator Email mathewne@usc.edu,mathewneal@hotmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-69251

Unique identifier UC11670809

Identifier etd-NealMathew-6717.pdf (filename),usctheses-c89-69251 (legacy record id)

Legacy Identifier etd-NealMathew-6717.pdf

Dmrecord 69251

Document Type Dissertation

Format application/pdf (imt)

Rights Neal, Mathew F.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA